The American secondary schools have distinctly lost ground within the last twenty years, because the afternoons are so generally devoted throughout the year to competitive games of ball, and the boys' daily conversation runs on the games instead of on their reading, their walks or the sights and sounds of real life in city or country. The same distractions have impaired the intellectual quality of college life.

It is also maintained by many superficial and some serious thinkers that the violent or fierce athletic sports protect the players against immorality and vice. Temporarily they may, because of the rules of training, just as a prizefighter is temporarily protected from himself while he is in training; but no doctrine can be more dangerous if a permanent defense is intended or hoped for. The only trustworthy defense against low vice of every form, including all the more ruinous vices, is moral conviction, and the firm will to abide by moral convictions. The young man who is taught that he may substitute for moral convictions the physical fatigue which results from sport is in a dangerous situation. As a defense eight hours a day of steady productive labor is vastly better than the furious spasms of competitive sport; but it is a familiar

fact that eight hours a day of strenuous labor will not protect the young man who has no moral defenses against the indulgence of his lower propensities and passions. passions. Mere bodily health and vigor will afford no adequate defense against even the lowest forms of vice, much less against the vices which look to young men pleasant, or generous, or adventurous.

An extreme form of the argument in justification of exaggerated and brutal sports runs as follows: "Many young men are brutes, and they had better have brutal games than brutal vices." The fatal defect in this argument is that brutal games will not protect brutal young men against brutal vices. They can only be protected from mora! destruction by giving them moral motives which will master their downward physical proclivities.

It is high time that the whole profession of teaching in school, college and university united to protest against the present exaggeration of athletic sports during the whole period of education, and especially to bring competitive sports between schools and between colleges within reasonable limits and establish the supremacy of intellectual and moral interests over physical interests in all institutions of education.

Will the small colleges survive in competition with the great universities? This is a question which the officers and alumni of the small colleges are anxiously debating in their minds. There is no doubt that the large universities, like the huge department stores, tend to crush smaller concerns. Yale and Harvard offer so much more to students than the little New England colleges that the lesser institutions are fast losing prestige; and on the Pacific Coast the universities of California and of Stanford are similarly throwing deeper and deeper

shadows upon their weaker but ambitious rivals.

Two courses are open to the small college which fears extinction in competition with the larger universities; either to retire from the struggle and sink to the condition and degree of a preparatory academy, or to expand and become a great university. As the small college has in nearly every case a large opinion of its merits, the first alternative is scarcely considered. We have witnessed, however, in the last ten or fifteen years. many of the small colleges burgeoning

forth as great universities, and in some cases the spectacle has been grievous. A poor college assuming the state and pretensions of a university is compelled to live the life of the shabby genteel. In many cases the expansion consists chiefly in enlarging the annual catalogue by creating departments on paper. Especially in the West, numerous struggling institutions make themselves ridiculous by pretending to rival Yale, Harvard and schools of that class. It takes a vast endowment to support a big university, and it is quite foolish for the lesser schools to set up as universities on slender means.

However, while this is sound doctrine, the case of the small college is not hopeless. The primary function of a great university is not the teaching of undergraduates, but the pursuit of knowledge by original research. The best member of a university's faculty is the best scholar and investigator; the best searcher after truth; the most original and creative thinker; and he is not necessarily the best pedagogue. Indeed, as a rule, the didactic talent is not closely associated with the speculative and experimental talent. The man who discovers knowledge leaves to disciples, if he can, the drudgery of drilling it into the juvenile mind. That is why, in most universities, the effectual teaching is done by instructors rather than by the heads of departments and full professors. In cases, not too frequent, the same man possesses both talents and then we have a very great college man.

This idea of the university as a congregation of scholars, organized for mutual comfort, convenience and help, is the original idea. The teaching done at the universities was always a secondary matter. The vast and perfectly equipped laboratories and libraries of the modern university are of little use to the average rah-rahing undergraduate whose thoughts dwell chiefly on athletic sports and students' frolics. Much better work -real university work-would be done at

the universities if 90 per cent of the students were turned adrift and told to go to small colleges where they would have the benefit of being under the teachers'

eyes.

Herein, then, is the difference between the small college and the large university. The college is, first and last, an institution for the instruction of youth. The

faculty is composed of schoolmasters rather than schoolmen. Very little original research is done in the small colleges, for the reasons, first, that they have not the libraries and laboratories; second, that they cannot afford to maintain scholars in leisure, but must overwork every member of their faculties in the classroom, and, third, because the rich universities attract to themselves the men who do original work and show aptitude. for research. A small college cannot possibly hold a great scholar against the inducements offered by the five or six leading universities.

But there is ground for believing that teaching work is better done at the small colleges than at the universities. In the colleges classes are small and the teachers come into close contact with the students. Moreover, the college authorities enforce a stricter discipline and exercise a closer supervision over the students outside of the classroom, and the average boy of the usual age of freshmen and sophomores is too young for the large liberty of a university.

It would be well for American scholarship and education if more of the teaching were done by the small colleges, and the universities saved their strength for research and experiment, which is the work of true scholars. Some arrangement might be made by which the small college would carry a lad to a point, say, as far advanced as that which marks the end of junior year in a university; and then turn him over to the university to pursue either professional studies or advanced work in the humanities or sciences.

Harry Pratt Judson was formally installed as the second president of the University of Chicago on March 19th, at the sixty-second convocation of the school. President George Edwin MacLean of the University of Iowa, a classmate and fraternity brother of Dr. Judson's at Williams College, delivered the convocation address.

* * *

Reginald Aldworth Daly, at present head geologist of the Canadian Internal Boundary Commission, has been appointed professor of physical geology at the Massachusetts Institute of Technology by the executive committee of the corporation. He will take the place of Prof. W. O. Crosby, who will retire on a pension from the Carnegie Foundation. Prof. Crosby is the first teacher at the institute to receive such a pension.

Prof. Daly was born in Canada in 1871, and graduated from Victoria College in 1891, coming to Harvard, where he received the degree of A. M. in 1893 and that of Ph. D. in 1896. He was instructor in geology and physiography in Harvard from 1898 to 1901, and has since been the head geologist of the Canadian Internal Boundary Commission.

Prof. Crosby will retire at the end of the present year. He has been connected with the institute since 1874, as student and teacher. He will remain at the institute to conduct research work in geology.

Francis H. Smith, professor of natural philosophy, tendered his resignation to the Board of Visitors of the University of Virginia at its recent meeting. He had taught in the University for fiftyseven years. At this meeting Dr. Stephen H. Watts of Johns Hopkins University was elected professor of general surgery and director of the university hospital. Dr. Thomas Leonard Watson of the Virginia Polytechnic Institute was elected professor of economic geology, and Dr. R. M. Bird, University of Missouri, col

Announcement has been made of the appointment of William D. Ennis, M. E., to the chair of mechanical esgineering at the Polytechnic Institute of Brooklyn. Professor Ennis, who will assume the duties of his new office next fall, succeeds Professor Magnus C. Ihlseng, who resigned last summer in order to undertake engineering and educational work in Pennsylvania.

Professor Ennis is a graduate of Stevens Institute of Technology in the class of 1897, of which he was valedictorian. Although a young man, he has enjoyed unusually wide and varied experience in practical engineering. He has been associated with the Rogers Locomotive Company, the Passaic Rolling Mill Company, the Consolidated Gas Company of New Jersey, the Walworth Construction and Supply Company, of

Boston, and from 1901 to 1904 acted as consulting engineer for John D. Rockefeller in several mining, railway and manufacturing enterprises in Washington State. He has also been the engineer of the Everett Pulp and Paper Company of that state, and since 1905 an advisory engineer on the appliance of power to problems of construction and operation with the General Electric Company, of Schenectady, N. Y.

* * *

Professor William Bateson, F. R. S., professor of zoology at St. John's College, Cambridge University, England, has been announced at Yale as the Silliman lecturer for 1907. Professor Bateson is recognized throughout Europe as an authority on zoology. These lectures. will be delivered in October.

The Silliman memorial lectures were established in 1901 by the will of Augustus Ely Silliman of Brooklyn, N. Y., who died in 1884. These lectures are the most important of Yale's scientific addresses and are delivered annually on subjects connected with "the natural and moral world." The four courses thus far given in this lectureship have been by Professor Sherrington of the University of Liverpool; Professor Rutherford of McGill University and Professor Nernst of the University of Berlin.

* * *

Professor Claude H. Vantyne, one of Michigan's most brilliant young professors, and who succeeded Andrew McLaughlin in the chair of American history, has been offered a similar position at Yale at a salary of $4,000, $1,500 more than he receives at Michigan. Professor Vantyne declined the offer, how

ever.

*

Willis L. Towne of the class of 1906, Worcester Polytechnic Institute, has received an appointment as assistant technical editor of the Fuel Testing Department of the Geological Survey. Mr. Towne leaves the position of instructor in the McKinley Manual Training School of Washington, D. C., immediately, to accept this appointment.

* * *

Professor George T. Ladd, formerly of Yale University, who is aiding in the

development of the system of education in Japan, has started for Korea from Nagasaki at the special invitation of the Marquis Ito, the resident general of Japan at Seoul. The visit of Professor Ladd to Korea is expected to be highly beneficial in removing the misunderstandings among the missionaries in that country.

* * *

Professor William Cole Esty, of Amherst College, who resigned years ago after being connected with the college for over forty years, has been made professor emeritus of mathematics and astronomy. He graduated at Amherst in 1860 and was first appointed to the faculty in 1862.

**

It has been announced that the most probable candidate for the position of director of technical education of Nova Scotia is Professor Frederic H. Sexton, graduate from the mining engineering department of the Massachusetts Institute of Technology in 1901. He will be in charge of the new State system of technical schools, and will hold a very important position which will embrace the principalship of the Central College in Halifax. This latter is to be known as the Nova Scotia Institute of Technology, and is intended to stand high in its class. The position that Professor Sexton is about to take will include the supervisory powers over the whole system of subordinate schools in all the industrial centres, as well as the right to advise the general school board on all technical matters. Professor Sexton. at the present time is at Dalhousie University, Halifax, N. S., as assistant in mining and metallurgy.

* * *

The resignation of Rev. Dr. Lewis. Orsmond Brastow, professor of practical theology in the Yale Divinity School, and of Daniel Cady Eaton, professor of the history and criticism of art, were accepted at the regular March meeting of the Yale Corporation. Both professors retire after many years of service, and each becomes becomes a professor emeritus. Charles Cheney Hyde, associate professor of law in Northwestern University, was appointed to give the courses in inter

first holder of the Brahmo-Somaj scholarship offered by the Meadville Theological School, is now in attendance at the school. Mr. Rau has already lectured in Fairhaven, Hartford and Boston.

* * *

Miss Louise R. Jewett, professor of art in Mount Holyoke College, has just published a book which forms the third in a series of "Ten Key Books" to be issued by L. J. Freeman of Central Falls, R. I. "Key Book III," Miss Jewett's number, is entitled "Masterpieces of Painting: Their Qualities and Meanings." The purpose is not to name the masterpieces in painting, nor even, in so many words, to define what shall be so designated, but rather to lead one into discovery of his own ability to recognize the qualities that constitute a work of any time. This purpose is accomplished by a method which is somewhat unique. Representative pictures of certain types of greatness are chosen, not necessarily the masterpieces of any author or period, but those pictures rather which best illustrate the particular qualities under discussion. These are reproduced in very good plates by the help of which the author shows what the particular ideal or truth was, which in the given case the artist made it his joy to express.

* * *

master

The University of Georgia is soon to have a chair of history and sociology, as the result of the generosity of Sam M. Inman and John W. Grant, of Atlanta, and Dr. L. G. Hardeman, of Commerce. The cost of the chair will be approximately $1,500 a year. Mr. Inman has promised to give $500 for three years, Mr. Grant $500 for one year, and Dr. Hardeman $500 for one year. It is Chancellor Barrow's intention to establish the chair immediately after vacation, and he