dealing with social and economic problems reflected honor upon himself and upon Harvard, and was as tactful as it was informing. Having recently given over to Professor E. C. Moore the university chapel administration he now resigns to Professor Fenn the administrative side of the divinity school, to devote his time and powers to teaching of homiletics in the divinity school and social ethics in the university.

Professor Fenn, who now takes the deanship of the divinity school, came from a Chicago church to the chair of theology in the divinity school a few years ago with an excellent reputation as a New Testament scholar and as a good preacher. He has come to be one of the best preachers in his denomination, a man whose grip on university students and the laity has steadily increased; his type of living and thinking appeals to men in search of reality; and he has capacities for his new post which will tell on the development of the school.

A sign of the times indicating increasing interest in the divinity school by Trinitarian Congregationalists is the recent organization of Orthodox students in the school of partnership with a group of the younger Congregational clergymen of Greater Boston, which will bind pupils and pastors together for mutual betterment, the pastors and preachers giving of their present and past experience and the students coming with questions and problems raised by the teachings of professors and their own comparison of views. As there is a steadily growing representation of Trinitarian. Congregationalists in the school and will be, whatever the solution of the Andover Seminary problem, this plan for strengthening a bond of union within the denomination and of giving the younger men a feeling that they are part and parcel of the Church is admirable. It marks the end of the era of an openly avowed feeling of suspicion in the Congregational churches, against the graduates of the divinity school, and completes from the students' and active pastors' standpoint the transformation in the divinity school which began when Trinitarian Congregational professors began to have representation on the faculty.

as a

Fuel Substitute.

Professor C. E. Lucke, of the department of mechanical engineering, at CoDenatured Alcohol lumbia, has completed the first part of his investigations into the properties of denatured alcohol as a fuel in gas engines. A report on the results of the experiments, which were begun early in October, has been prepared and is to be submitted to the Department of Agriculture at Washington, D. C. Dr. Lucke is convinced, through the results obtained, that the denatured product may be substituted successfully as a fuel in place of gasoline and similar substances used at present. There are no changes necessary for the substitution in the present type of gas engine. In order to obtain the best possible results, however, Dr. Lucke believes that some minor modifications in engine construction must be made. be made. As a fuel, denatured alcohol is not as volatile as gasoline, and it was this characteristic that was considered one of the chief difficulties to be overcome. Dr. Lucke intends to push his tests further along this line. He will include many other types of gas engines in his experiments, and endeavor to devise the best method of overcoming the lack of proper vaporization which at present exists. No difficulty was met by Dr. Lucke in starting engines with the new fuel, and it was discovered that the denatured product had no sooty residue.

In this day, when colleges are only too apt to boast themselves on their students

The Honor System and Character.

and financial resources, it is well to reimportant features of call some of the more college life. If any student of the University of Virginia were asked what was its greatest asset, the Times-Dispatch is sure that the unhesitating reply would be, "The honor system.' It has long been forgotten how the Persians trained their children, except that they held the most important object of education was to teach the youths to speak the truth. That this principle should have been instilled into the University of Virginia from its inception is a glory and advantage of incalculable value.

The New York Evening Post has a letter from Princeton, in which the writer says the Princeton men are proud of the fact that for fourteen years all examinations have been conducted under the honor system. Continuing, the correspondent of the Evening Post says:

"The most convincing evidence that the honor system at Princeton has succeeded without diluting the manliness of the undergraduates lies in the growth of an unmistakable sense of responsibility on the part of the students, a spirit upon which the faculty has learned to depend. "They have passed the stage where it is possible for them, by sophistry and sentiment, to shield the man who cheats in order to escape a condition. President Hyde's letter and your editorial have made me realize how highly developed the Princeton student's sense of honor and corporate duty really is."

In this statement every lover of American colleges will rejoice, and not the least those alumni and students who have known and seen in their own experience the ennobling and strengthening effect produced upon the character of young men by an honor system, which postulated at the outset the absolute moral fitness, manliness and responsibility of every student. Some there are too weak to respond even to such a stimulus, but it has proven almost invariably true that the support of this belief and the atmosphere of trust in simple manliness has strengthened many a weak purpose and stayed many an unworthy intent and at the end produced a stable and shining character. Whatever else college or school training may have in store, surely its prime and principal aim is to round

out and establish a noble character.

one in sixteen of the private school students graduates was "warned," in those fitted at high schools one in twenty was warned. Later, about one in six of the private school students was "warned," and about one in eleven of the high school students. Only one in thirty has been dropped from the high school graduates, and one in sixteen from the private schools.

President Eliot, of Harvard, has already drawn attention to the fact that the high schools today furnish a better fitting than private schools in New England. This was not the case in New England thirty years ago. It is not now in the Middle States.

In this State a "high school" may mean anything or nothing. Some give a more exacting drill in the studies than any private school. Many give far poorer. The average in this State decidedly favors the private school.

Even this is to omit one important fact, that the high schools have not yet succeeded in giving to their pupils the intangible training in the amenities of life and in character building which a good endowed or private school furnishes. The high school receives more heterogeneous material and in general less is done for its pupils in the families from which they come.

But in spite of this, the high schools ought to be able to do more than they accomplish in these directions. If they do not it is in part because the teachers are overworked and in part because a share of high school teachers feel a small personal or immediate interest in their students. In a school dependent on its pupils for its existence, this feeling is naturally stronger.

Some high school teachers have this personal regard for students. Many of them accomplish wonderful results. But it is also true that, being paid by the public treasury, a share of them do not feel strongly their personal relation to their students.

As to the way in which the pupils who enter all our city high schools, not merely here, but in all cities, are for the first year ruthlessly weeded out, with no special attempt to help the lame sheep

over the stile, it is the worst and most deplorable feature of our secondary public education.

The trustees of the Carnegie Institution of Washington have appropriated $661,300 to aid in Carnegie Institution scientific researches of Appropriation. various kinds during 1907. This provides for continuing work in ten departments already organized and for the organization of a department of nutrition under the direction of Professor Francis C. Benedict of Wesleyan University, Middletown, Conn. Three vacancies in the board were filled by the election of Secretary of War Taft, Dr. Henry S. Pritchett, president of the Carnegie Foundation, and Dr. William H. Welch of Johns Hopkins University. John S. Billings was re-elected chairman, Secretary Root vice chairman and Cleveland H. Dodge secretary.

The American Philological Association, the Archaeological Institute of America, and the Convention of managing committee Scientists at of the American George Washington. School of Classical Studies in Rome will hold their regular winter session in the halls of George Washington University January 1-5, and many noted scholars from all parts of the United States will attend and make addresses.

There will be morning and afternoon sessions of the various bodies, most of them held separately, but from time to time with joint sessions. The exercises will open Wednesday morning at 10 o'clock with the first session of the philological association in jurisprudence hall, and simultaneously with a brief meeting of the council of the institute, followed by the first session of the general meeting, held in university hall.

On Wednesday afternoon at 2 o'clock will occur the first meeting of the corporation of the institute to carry out the provisions of the national charter, granted by act of Congress last May, and later in the afternoon there will occur a joint meeting of the two bodies to cele

brate the incorporation of the institute. In the evening at 8 o'clock in university hall the annual address of the president of the philogical association will be made by President Merrill. President Seymour, of the Archaeological Institute, will preside, and the address of welcome will be made by President Needham, of George Washington University.

The Archaeological Institute of America is an organization composed of affiliated societies throughout the country. It fosters the American schools in Athens, Rome, and Jerusalem, and devotes especial attention to the investigation of the remains of American antiquity. It has a membership of 2,500. The American Philogical Association is a body of over 3,000 scholars, interested chiefly in classical, oriental, and modern language studies. Prof. Thomas Day Seymour, of Yale, is president of the Archeological Institute and Prof. Elmer Truesdale Merrill of Trinity College, is president of the American Philological Association.

Among those who have registered papers to be read during the session are:

F. G. Ballentine, Bucknell University; W. P. Mustard, Haverford; E. W. Hopkins, Paul Barr, Bernadotte Perrin, T. D. Seymour, A. W. Van Buren, and C. C. Torrey, Yale; R. G. Kent, W. B. McDaniel, W. N. Bates, and G. D. Hadzits, University of Pennsylvania; C. W. Super, Ohio University; R. S. Radford, Elmira College; J. Pickard, University of Missouri; W. H. Goodyear, Brooklyn Institute; E. L. Hewett, fellow of the Institute of American Archeology; K. P. Harrington, Wesleyan; G. D. Kellogg, A. Marquand, H. C. Butler, O. S. Tonks, and A. R. Anderson, Princeton; A. A. Bryant, C. H. Moore, J. W. White, G. H. Chase, E. Cary, and M. Warren, Harvard; E. W. Fay, University of Texas; W. S. Scarborough, Wilberforce University; O. M. Washburn, University High School, Chicago; F. G. Allinson and A. G. Harkness, Brown; C. B. Newcomer and F. W. Kelsey, University of Michigan; E. T. Merrill, Trinity; T. Fitz-Hugh, University of Virginia; H. N. Fowler, Western Reserve: Miss Gisela, M. A. Richter, Metropolitan Mu

seum of Art; D. M. Robinson, JohnsHopkins; H. M. Paton and E. von Mach, Cambridge, Mass.; J. E. Harry, University of Cincinnati; H. C. Tolman, Vanderbilt University; A. W. Milden, Emory and Henry College.

Consul General G. E. Anderson writes from Rio de Janeiro that, according to the plans of the auAmerican Educators thorities immediately Wanted in Brazil. concerned, the State of Minas Geraes, Brazil, is to introduce American school teachers and American school methods, and the change is to be made at once. The authority for this change rests with Dr. Carvalho Britto, minister of the interior for the State, and in respect there

to he says:

"You may state that we have resolved to secure two professors of agriculture, two of manual training, and four normal teachers from the United States to begin

work here in Bello Horizonte; that we have not yet decided as to the best means of securing these teachers, but as soon as we have decided we will inform you." The four normal teachers are to be women. What this change means may be appreciated from the fact that the Brazilian authorities have been working upon educational lines more or less European with Brazilian adaptations ever since the matter of education was taken up by the government of the several States. These methods have not been found successful, and the change to American methods comes after careful investigation and in obedience to the conviction that such a change is imperative if Brazil is to make the progress in educational lines its statesmen believe it ought to make.

The State of Minas Geraes is one of the largest States of the Brazilian Union in point of area and contains about onefourth of the entire population of the country. It also contains by far the greater portion of the country's mining interests. There is considerable American capital invested in it and it has American leanings otherwise. For instance, an electric-light plant costing $200,000 is being put in at Bello Hori

zonte, its capital, all the machinery for which comes from the United States. It has been the subject of considerable investigation on the part of American investors, and it unquestionably offers many inducements to foreign capital when conditions in Brazil generally are bettered.

That the leaven of American educational methods and American teaching is to be introduced in it is an event of vast importance to the State and of something more than passing interest to

American educational circles. The successful work of American mission schools in the State, several magnificent establishments of which have been erected in the State capital, Bello Horizonte, is undoubtedly responsible to a great extent at least, for this decision of Brazilian authorities to favor similar methods in the State schools. The mission educators

and Brazilian authorities have worked to

gether in harmony in a way that has been of great advantage to both.

The introduction of American educators and American educational methods in the Argentine Republic some years ago resulted in a revolution in that country's educational methods and is held by educators generally to be the beginning of that country's latest period of great national growth and development.

Among the several subjects considered at the Eastern Educational Music Conference, held at WelPractical Music lesley, the address on in the "Practical Music in College. the College," by Associate Professor Hamilton of Wellesley, with which the meeting was opened, has especial significance in its review of existing conditions and aims, and of the relation in which music stands to the general courses of study.

Entering upon college work, the teacher of music is struck with dismay by his limitations-the small amount of time available by the students, and the mighty interests pulling them elsewhere. However, certain facts come to his aid: first, that the proportion of teaching to practice time is greater; secondly, that his work is backed up by the general train

ing of the students, and especially by their theoretical courses. So he finally abandons his former ideal of producing professional concert performers, and adopts in its stead one which seems thoroughly consistent with the college standard; namely, that which looks toward the production of cultured musicians, fitted for solid and intelligent study, specialized in the direction of his particular practical branch.

This is the kind of work which the college must do, therefore, if it expects to accomplish anything more than the most superficial results; and the college teacher is free to work along this line. The kind of study indicated is directly on a line with courses in the other departments, and so is readily accepted by the student. Also, the playing element, while regarded only as a means, must yet be an effective means, and must be emphasized strongly. This can be done on a direct line with the ideal of musicianship sought. Thus the student, while not arriving at a stage of extraordinary virtuosity, should yet command respect for intelligence and sanity of performance, and so ultimately impress even those impregnated with the notion that digital dexterity is everything.

The piano instructors at Wellesley are working toward this conception of college practical music; and the work may be considered in four divisions: theoretical class work; private lessons; piano class lessons; public performance.

Every student of practical music is obliged to take two full courses in the theoretical department. The first of these consists in a thorough resume of fundamental principles and musical constituents. The results of this work can therefore be assumed as material gained for the practical courses, and to be applied

in them.

The piano instructors hold conferences at least once a week and are constantly striving to unify more thoroughly their methods of work, and the lists of musical compositions which they prescribe. The primary object is to connect their labors intimately to those of the theoretical departments, and to make the private instruction illustrate principles thus

learned. The lessons, in general, comprise four divisions: These are (1), technique, given in homeopathic, but continual doses; (2), the study of an elaborate classic-a Mozart or Beethoven concerto and the like-the composition being divided into short sections, studied and reviewed individually and in groupings; (3), study of short pieces, classic and modern, normal musical value and adaptability to the technical needs of the student being considered in the assignment of such; and (4), ensemble work, especially that for two pianos, four hands, is frequently appended as a supplement to the regular work, and as an encouraging and broadening influence for the pupil. In all these branches, emphasis is laid upon the musical thought involved in each composition, studied in its detail and its unity. This prepares the student for the third division of the work, that of the piano class.

For this, the students are divided into groups of about five each. Every fourth lesson is given in this class, where the work of the individuals is presented for the benefit of the whole. Much of the time is here occupied by a careful critique of, perhaps, two compositions; the rest of the time is spent in a briefer resume of the others. The class work, while always interpretative, is varied. Comparison between the different styles presented is made important. The results of this study are kept upon cards, afterward classified and retained for permanent reference by the student.

Compositions rendered at these classes in a fairly finished state are afterward performed, as the fourth division indicates, at the weekly recitals. Pupils are here given instruction especially as to the principles of the presentation of musical thoughts to others.

The work at Wellesley, therefore, as a whole, aims at specializing in a practical form the principles taught in the theory classes. If this object is attained, the practical music evidently stands in the same relation to the general courses which any specialized laboratory work stands in relation to its subject. It also follows that, as in other departments, this specialized work should be regarded