ness the German has the advantage of us, because he is educated. He does not consign his goods (like an English firm) 'to the port of Moscow,' which he conceives to be in the Mediterranean. As to classic learning, so superior is German education that many of our scholare lie down, as it were, and let the Germans walk over them. I am informed that their museums possess ten times as many articles of daily use among the aborigines of Australia as our museums have acquired, yet we own the Australian continent.

"Prof. Eulenberg has collected figures relating to suicides of German school children. There were 950 cases between 1893 and 1900. That is an average of over a hundred suicides annually. Prof. F. Hueppe of Prague is reported as applying the epithet 'child murdering' to the German educational system. Excessive 'brain work' is not the curse of our (the British) public schools. A professor, a distinguished professor of the Greek language, informs me that, when a schoolboy, he never prepared his lessons before going into school. In England we have only 'three or four hours of sedentary brain work to every hour of bodily exercise;' in Prussia the boys have seventeen hours, in Bavaria twentyfive.

"Dr. Julius von Negelein says that the pupils work till midnight and that he knows children who pray ever day that they may pass their examination because otherwise their fathers would kill them. Dr. Smolle says that Mr. Gladstone rejoiced in Homeric studies in his old age, while he challenges creation to find an old German official, business man, or man of property who takes pleasure in any study when he is old."

A state law forbidding fraternities and sororities in the public schools of Iowa is recommended by Asks for State Law State Superintendent Forbidding of Public Instruction Fraternities. John F. Riggs in his biennial report, which has just been filed with the governor.

The state superintendent limits his recommendation to the abolition of high

school secret societies, but his argument against them is so sweeping that it is likely to be applied against the fraternities at the state university and state agricultural college and it is possible that an effort will be made to forbid the college fraternities at the state institutions along with the high school frats. This will evoke strenuous opposition, for the college fraternities have several thousand members in Iowa, especially among men and women of prominence.

State Superintendent Riggs is himself a fraternity man, having been a member of the Phi Delta Theta fraternity at college, but like many other college graduates is opposed to the fraternity system. among the children of the public schools. "College fraternities cannot be compared to those among the children of the public schools," said Mr. Riggs. "I am not prepared to say that fraternities should be abolished at the state university and state agricultural college, though in a sense those institutions are also supported by the taxpayers of the state."

In his report to the legislature and the governor State Superintendent Riggs has this to say of high school fraternities and sororities:

"Within very recent years secret societies have been permitted to enter many of the larger high schools of the country. The suggestion for their organization was doubtless due to the prevalence of similar societies in the leading colleges and universities. Many educators are of the opinion that secret societies have no rightful place in higher institutions of learning, while practically all are agreed that in public high schools they are wholly without excuse, and are, in fact, a constant menace to discipline; that they are breedersof clannishness, snobbery and a patronizing air toward other pupils; that they place allegiance to the fraternity above allegiance to the school; that they distract attention from school work; that they lead to extravagance and even to dissipation, and that their members combine to promote their own interests regardless of merit and against the interests of others.

"The public school is intensely democratic and must always remain so. Any

Modern Isaiah. League for Political Education, in New York, on "The Pub

He

lic Conscience." His address was an argument to prove that a class of pessimists which is prominent now is altogether wrong in its contentions. particularly criticised writers for maga zines who "condemn all sorts of present conditions without knowing what they are talking about."

Mr. Wright cited Isaiah as the supreme exemplar of pessimism, and said every age since his had had its Isaiah, big or little, who had proclaimed the very same dire things which certain magazines are now publishing, and that these men had always been far from right. He defined a pessimist as a man who, having

to choose between two evils, chooses both.

"I will cite a few instances now," said Mr. Wright, "to show that the evils existing today are not such a recent development as our pessimists seem to imagine. Hollingshead, in England, some 350 years ago, wrote a book on the identical shortcomings which some of our magazine writers seem to think are peculiar to our own age and country. Then, in Governor Bradford's journal, we find that for downright depravity will match that for downright depravity will math anything the yellow journals can report today. Only a hundred years or so ago Harvard College was in part supported by lotteries. And I could tell you about a clergyman who, about a hundred years ago, sent £100 to a judge, with a letter asking the judge to decide a case in favor of a certain person, and telling him to

keep the money if he should so decide."

Mr. Wright quoted the late Senator George F. Hoar of Massachusetts as saying he was convinced there had been more actual corruption of members of the government during the two terms of Washington, that of John Adams and the first term of Jefferson than in the administration of Grant, when there was so much talk about corruption. He also quoted Philip L. Allen, a writer, as saying that in the early days of our government there were members of Congress who were in the pay of France.

"Some of our members of Congress," Mr. Wright said, "may not be all that they ought to be, but that any one of them is today in the pay of the government of France or of England or Germany is absolutely unthinkable. most of the writers in this new magazine degenerate days in the history of the school will tell you these are the most republic. Are they?

Yet

"But there is today a class of writers who are neither pessimists nor optimists and yet who indulge in this sort of denunciation. They are simply sensationalists. Some of them are good writers, too, to their discredit. They are the muck-rakers, who bring up nothing but muck, and the blackest sort of muck. They never have time to see the things that public men do; they are too busy keeping their eyes fastened on the muck -and its market value."

Cost Per Student

in

The cost to the state for educating young men and women in the agricultural college is less in Kansas than in of the other Agricultural Colleges any states maintaining agricultural colleges in the same rank as Kansas, according to reports compiled and submitted by E. R. Nichols, president of the Kansas Agricultural College. The cost is given as $104 for each student.

Oklahoma is second. The cost in the territory is $133. Michigan pays the highest for educating students in the agricultural college. Two hundred and seventy dollars is given as the actual cost. The average cost in the nine ag

and

231 43,902 133 $119,759 $186

Coeducation and athletic training were held up as the chief factors in maintainUpholds Coeducation ing a high standard of morality in educational institutions Athletics. by Prof. John H. Harris, president of Bucknell University, in an address at the meeting of the Association of Colleges and Preparatory Schools of the Middle States and Maryland, held in Philadelphia. The speaker asserted that there is no greater inspiration for truth and ambition than the association of young men and women in colleges. He said in part:

"Even if colleges shift the responsibility for the moral condition of their students upon the Church, and the faculties deny their responsibility, yet the general public will still hold the colleges

accountable.

"A great trouble is that students have either too much work or too little. The art of assigning just enough work is in many cases lost. The moral danger to students is that the professors will do all of the study and thinking and leave them nothing to do, or, on the other hand, the teachers will overload the young men and women with studies. In my opinion, three-fourths of the cheating in colleges. is due to this latter mistake, and the teachers are morally responsible for it.

"Athletics have undoubtedly improved the moral standard in our land. The motive in physical exercise is personal, but there is a field for development and fairness, which has a great effect upon the moral standard of every college. Whatever we may think of football and

its brutality, our hearts cannot help warming to the young giants of the gridiron."

Moral Element

in Education.

President Eliot, in a recent discussion of education for citizenship, took for his text a phrase in the announcement refering to "purely intellectual education" in vocational training. He said it appeared to him an unwarranted distinction, for in every course of education he believed there was a moral element. Manual training, for example, had a large moral element. In "vocational training" in universities, the aim was to fit individual capacities for the service of society. The primary school inculcated habits and principles in the performance of small things, that went to make good work

men.

"There is a higher morality," he said, "that of honesty, purity, loyalty, and there was never a school that could teach it directly. The spoken or written precept in morals is of little value in education. The gospels rarely attempt to teach morals by precept or rule, but generally by some application, as in a parable.

"It is by the indirect method," he continued, "by force of personality, that we bring our precepts into the moral fibre of the child. All religions have been founded and taught by great personalities, and only by that method. Social education must have a motive power, something to cause the child to assimilate and enjoy the teaching of morality, and that is love."

that the character will be recognizable. The artist looks at a head and in an instant has the outline of that face and can reproduce it. If he is a great painter he can reproduce something of the peculiar qualities of the persons. The leader of men has to know men. The military officer in charge of a regiment has to know which of his captains can be depended upon to fathfully carry out orders. He must know the make-up of his regiment, whether he has a crowd of honest, earnest, conscientious, brave men or a crowd of liars who are willing to conceal within their ranks a murder because of a secret obligation in which they had entered in direct violation of their supreme allegience to their country.

"A man may be able to know men in this way without being able to enter into that deepest inmost life that is in every man. There are very capable students of the world who know men, but they don't know this inmost life. Deep beneath the distinction of character there is a common life out of which is woven our common pleasures and happiness, though in different patterns. To know happiness, to know sorrow, to know penitence, to know hope, joy and love in the heart of man-that is to know what is in a man. That was known by Jesus of Nazareth as by no one before him and none since him. He knew how to enter into the deep secret of human heart and to speak to a man according to his character and as man to man.

"This ability to get into the heart of a man is more than a mere knowledge of human nature. Knowledge of human nature has something cold and scientific about it. To know what is in man is a more living personal power of penetration into the vital secrets of a human heart. A sinless life is the only one in which to learn to know men. Vice blinds the eyes.

"Don't think that by learning the bad in the world you learn to know the world. The pure, the clean man is the man who really knows what human men are. His sound, sane, wholesome state is far better provided to delve into the secrets of the heart. Nothing will help so much to an understanding of your

friend as a sincere wish to do some good for him.

"I think that young men feel sorrow, grief and pain more than older people, but I don't think it stays so long. Sensitiveness to sorrow is a part of man. Man suffers as no animal can possibly suffer. Man has a spiritual feeling for sorrow and grief that animals have not, so far as we know.

"No matter how far the psychologist or scientist may carry his investigations of life human life can not be explained that way; there is more in man than can ever be accounted for by chemistry or psychology. There is one thing more that I wish to speak about: That is the spark of divine that is in each of us. Most of our unhappines comes about because there is in us a scrap of the infinite that is not satisfied with finite things. There is a longing in the human heart to move up, to develop, to unfold into a better life. To do and to be noble is the deepest desire of every heart. Some of you may hide it, others may suppress it, but down deep in your heart it is there."

Italy is highly gratified because the first Nobel Prize to be awarded to an The Nobel Prize

in Medicine.

Italian has been given to Professor Camillo Golgi of the University of Pavia, who has rendered service to science and has made discoveries that have led to the saving of the lives of thousands of his countrymen.

Professor Golgi was born in 1843 in a village in the Province of Brescia. His father was a physician, and the son, following in his steps, on his graduation from the University of Pavia began his career as assistant in the laboratory for experimental pathology. He made a specialty of histology, which had been neglected in Italy. Later he was appointed head of the Abbiategrosso Hospital, though continuing his experiments in his leisure.

In 1870 he discovered a new method for coloring the substance of the nerves with the help of nitrate of silver by means of which it became possible to ascertain the relation between nerve fibers and cells. At the announcement

of this discovery he was invited to accept chairs in three different universities, but he chose his alma mater at Pavia, accepting the newly founded chair of histology. Professor Golgi's crowning work was his discoveries in relation to malaria, the national scourge of Italy. He traced the development of the parasite in the blood and found why malarial fever was intermittent, and after repeated experiments discovered the best method of administering quinine. The adoption of his device has greatly lessened the number of deaths from malarial fever, and he is looked upon as a national benefactor.

College Morality.

The discussion of the question of college morality, in which a number of educators are engaged is conclusive of nothing save this difference of opinion among those who should be qualified to judge; a fact which in itself goes to show that conditions are not altogether deplorable or even worse than formerly. According to the printed reports it was only present conditions that received attention. If the question had been considered comparatively it is hardly to be denied that the consensus of opinion would have been more in favor of the present generation of college students.

Those familiar with the student life of only a generation ago have generally agreed that it caused, or at least accompanied, a lower standard of personal morality than prevails today, especially in the matter of indulgence in the grosser vices; while the boisterousness, often equivalent to lawlessness, which in all times and countries has marked the conduct of young men in a community of their own, is distinctly less in evidence now than formerly.

Probably the truth of the matter is that college communities are neither more nor less moral than the communities from which they are recruited; that they reflect the moral conditions of those communities. It is idle to expect the college to exercise the restraining influences of home and the church, to say nothing of repairing the moral damage for which parents rather than secular or even reli

gious teachers are and must continue to be primarily responsible. College training is fundamentally intellectual, and students are frequently called upon to regard even moral problems in an intellectual light. Naturally this freedom is occasionally abused and transformed into license, yet this is a result observable rather more frequently outside of than within college walls. Merely as a matter of human experience it cannot be contended that the moral standard of the college student is below that of his brother who is engaged in business.

Doubtless moral standards are lower in colleges than they should be, but it remains to be demonstrated that they are lower there than in the community at large among young men of the same social and intellectual class. The most pessimistic observer can find comfort and confidence in the admitted fact that in respect of morality the American college student shines by comparison with the student of continental Europe, even in a country like Germany, where the moral standards of the people as a whole are not a whit less lofty than our own; while our own young college men are better equipped morally as well as mentally than their fathers were in their own vailing opinion of the fathers. college days. At least such is the pre

By a recent vote of the Harvard authorities Professor F. G. Peabody, at his

own request, retires Changes at Harvard from the position of Divinity School. dean of the divinity school, and his place has been filled by Professor W. W. Fenn. Professor Peabody has won more than a national reputation as a writer on the social aspects of Christianity and as an interpreter of the character and message of Jesus to the modern man; his homilies preached in the Harvard University Chapel are models, and have been translated into other tongues; his appreciations of great men living and dead have a finish of style, balance of form, and a judicial quantity which promise to make them lasting in literature of their kind. His recent mission to Berlin University as an interpreter of American ways of