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The University of Heidelberg

ERHAPS no place in all the world has been more tenderly loved than old Heidelberg. She has sent men forth, not only over all Germany, but over all the world, who continue to sing songs in her praises and to write poems in her memory. Heidelberg unites so faultlessly the delights of mountain and plain of a city and a country town of physical beauty and great culture. A long narrow plain A long narrow plain runs along the bank of the Neckar, and here the business part of the town is situated, and above this plain is a lovely wooded hill, on the top of which stands the castle. For those who desire a more intellectual enjoyment, there are excellent concerts, theaters, libraries and museums; for those who seek health Heidelberg is one of the most healthful spots in all Germany, and for those who love nature the Heidelberg scenery is among the most beautiful in the world.

It is little to be wondered at the number of people who make Heidelberg a permanent home, and their number is increasing from year to year, writes Mary Ethel McAuley in the Pittsburgh Dispatch. The town is filled with retired officers, professors and civil servants. But, of course, the greatest glory of Heidelberg is her army of ever changing students, which keeps her forever young. The streets are flooded with them all day long; students in bright green caps, bright red caps or bright yellow ones, each signifying a different corps.

We foreigners are prone to laugh at the scars of the German corps students, and yet dueling is a sport that requires

more skill and is not half so fatal or dangerous as football in America. It is very seldom that a man is killed and the eyes, nose and ears of the contestants are always protected. A corps duel is very seldom a quarrel, but just a trial of skill between two friends. Sometimes one corps will challenge another to meet it on the dueling ground just as one football team will meet another in friendly rivalry.

Most of the students are not noisy and rowdy as we are led to suppose, but are dignified, serious men who are reaching into the great stores of German science, German thought and German philosophy., A German student is absolutely free in every way, he attends lectures, not classes, where his attendance is neither marked nor noted, his only restriction being the very difficult examination that he must be ready to meet at the end of the year.

Hauptstrasse runs the whole length of Heidelberg and along it and a few side streets are situated the university buildings, the stores, the cafes and the confectioneries. There are several old churches, such as the Heiliggeist church, which has market stalls built into its sides. But, of course, the main attraction of Heidelberg is the castle, which was once the magnificent residence of the Electors Palatine. The castle is a circle of gardens and palaces which Frederick V. built for his English princess, Elizabeth Stuart. Part is in ruin and part in repair, but most attractive of all are Otto Heinrick's and Frederick's palaces. The gardens around the palaces are very beautiful. The walks are lovely and here and

there are old gateways covered by moss and vines. Elizabeth's gateway is a fairy palace and fit for such a princess as Elizabeth must have been.

Back from the castle is a park, not a conventional, cultivated park, but a wild wooded forest, where shaded lanes are overhung with branches and vines. The woods are full of bushes and fragrant wild flowers. Scattered everywhere are inns and beer gardens. In back of the inns is the favorite spot of the students for dueling. But the students use the woods for work as well as for play and even if a snatch of song comes through the trees from the idle students many industrious ones are to be seen everywhere studying alone or discussing deep topics with another. One German has said of Heidelberg: "If some unhappy person were to ask me where he ought to live to escape, at times, for an hour from lurking trouble, I should recommend Heidelberg, and if some happy person were to ask me what place he should choose to crown afresh each joy of life, I should again recommend Heidelberg."

Leipzig is quite different different from Heidelberg, a bigger and more commercial place. It is the center of book publishing for all Germany. So great is her book trade that she has established a book exchange represented by a large and handsome building, where all the dealers send their books for market. Here all the Baedekers are printed and most of the German classics and text books.

The German way of printing popular books is not with a stiff cover as in England and America, but with a paper back that is lighter, cheaper and more easily carried than the heavy cloth binding. The printing in most of the books is large and clear and the cover is nearly always very attractive.

Leipzig can boast of many fine public buildings. The old Rathaus is a charming old building with an arched. portico along the street, which makes

a fine protection for the shoppers, who are patronizing the stores that occupy the first floor of the Rathaus. The market is held in front of the Rathau and on market days the sight is very picturesque.

The new Rathaus is a most pompous and ponderous looking affair, with none of the charms of the old, built with a twentieth century eye for use instead of for beauty. In back of this Rathaus is one of the most charming and quaint fountains in Germany. It is a wilderness of little figures of boys and girls and geese and dogs and cats. Little sparkling jets of water come out from every imaginable place, from the children's eyes and mouths, from under the wings of the ducks and from the ears of the dogs and cats, making it most comical and fascinating.

Perhaps Leipzig's greatest glory is that it was here Richard Wagner was born. His birthplace is a homely old building with stores on the ground floor. A simple tablet marks the house. Leipzig has always been a musical center and here such men as Wagner, Bach, Schumann and Mendelssohn have lived and here helped to make the music for all the world. The Gewandhaus orchestra is among the best in Germany. Leipzig is a very inexpensive place to live. The automatic restaurant is very popular here and nearly every street has at least one. Inside the people are seen rushing from one place to another with pie, beer and all sorts of food in their hands.

As in Heidelberg, in Leipzig it is the German student that is the glory of the place. They are to be seen everywhere, in the streets, in the restaurants and at the theaters. They are the men that will make the Germany of tomorrow. And the Germany of tomorrow will be a great and powerful nation. True, it is already great and powerful, but it is only a beginning. "Vort schritt," progress, that is the wordthe battle cry-heard everywhere on the lips of every one. It is the flag they follow.

T

Efficiency and the University

By STRATTON D. BROOKS, LL. D.

PRESIDENT UNIVERSITY OF OKLAHOMA, EXTRACT FROM INAUGURAL ADDRESS.

HE keynote of modern industrialism is efficiency. Every industry in the land is overhauling methods and machinery and scrutinizing carefully every process of manufacture and distribution in order to improve the quality and reduce the cost of its product. Everywhere there is a demand for the efficiency engineer who can measure with accuracy the results of industrial and commercial establishments, scrutinize the processes of labor in order to direct every ounce of energy to some productive purpose, show just where and just why losses occur, and advise competently upon the installation of new machinery and the reorganization of methods of manage

ment.

The leading men of every community are aware of this demand of modern business. They know that failure waits. for the business man or the manufacturer who neglects to apply to his business the standards of efficiency required by modern competitive conditions. From the recognition of the necessity of efficiency tests in private business to the desire for similar tests in public business is a step that is being rapidly taken. That we hear more about wastefulness in public affairs than formerly is not due to an increase in waste, but to an increase in the demand that the waste be stopped. The community is no longer content to leave public affairs to their elected representatives and to accept the word of those representatives that the results of administration are the best that can be obtained. The public expects that the work of its servants be measured and that

the results of the measurement be expressed in terms that the public can understand. This demand for expert technical service and for standards of measuring it places upon the State University a direct responsibility; for it is to the university and similar institutions that we must look to fill this need of the community.

To make a university efficient in all its work is difficult, indeed, but far less difficult than it is to prove this efficiency to the public. In a manufacturing plant the cost of operating and the value of the product may both be measured in dollars, and the extent to which the value of the product exceeds the cost of its production gives in easily. understood terms the degree of efficiency of the plant.

For the university, however, there is no such measurement. The cost we dollars on our tax bills and always can understand, for it is expressed in seems high enough, indeed. But how shall we measure the product? How can we prove at the time of his graduation that the university graduate has been thoroughly trained, or who can tell in dollars what he is worth to the community? The system of accounts may show that it has cost half as much or twice as much to graduate a teacher as a lawyer, but how shall we show that either is worth the cost? In later his worth and attribute it in some deyears, the community may recognize gree to his university training. But for the executive head of a university, the task is more immediate. He needs to know when the class graduates that each has been in every course under

a competent instructor. The decision as to the value of an instructor's work is difficult to make and even more difficult to justify.

Evidence of incompetency is of such a nature that, though it may be wholly satisfying to the administrative head of the department or of the institution, it can seldom be produced in public. The friends of a discharged teacher rally to his defense and shout loudly of prejudice and persecution, while the pupils prefer to suffer in silence rather than endure the discomfort of public criticism. Nevertheless, such decisions must be made. The years of opportunity will not come again and must not be wasted. No sentiment of sympathy, no feeling of friendship, no personal preferences, no desire to avoid attack for performing a disagreeable excuse the administrative head of the university for retaining a teacher who lacks the ability or the inclination to perform his part in the proper training of men and women for efficient service. Nor, on the other Nor, on the other hand, can he allow personal prejudice or partisan politics to influence the removal from office of a teacher who is performing satisfactory service.

The university is the head of the educational system of the State. Head, not in the sense that its work is more important or its student body larger than that of other institutions, but head in the sense that, through its department of education and allied interests, it should furnish real leadership and guidance for every public school in the State.

The university should be a source of information and inspiration for every teacher in the State. Boards of education, county and city superintendents and principals of high and elementary schools should be able to secure advice and assistance in problems of school organization, and in the application of scientific principles to the practices of the school room. By means of the high school inspector this assistance to schools and school men is made definite and accessible. The amount of valuable service that a university can ren

der to the public schools by means of its high school inspector is that of determining the amount of admission credit that the graduates of each school may receive, if its graduates attend the university. In reality, this is a small part of his business. His real purpose is the assisting of each community to establish and maintain a public school system that will best fit its graduates for admission to the great school of life; to keep in sympathetic and intelligent touch with the schools of the State; to know, actually, rather than theoretically, the conditions that exist therein; to advise the university competently in order that its standards of admission may be based not upon tradition, nor yet solely upon a consideration of its own internal needs, but that the university may ever keep in mind the broad principle that adequate preparation for success in the competition of life is the very preparation that is not likely to enable a pupil to succeed in college work. Time and attention are given to schools that have no intention of preparing pupils for advanced work, just as freely as to schools in which preparation receives emphasis. The service, in short, is by the university, not for it. It is not for the university, but for the State.

In the field of legal education also the university may render needed service. ice. Most peaceful men believe that there are too many lawyers. But those men who have found their property threatened or their rights infringed have discovered that able lawyers are scarce. To-day you may have no need of an attorney, tomorrow your success and happiness may depend upon receiving proper legal advice. The greater the number of lawyers whose lack of technical knowledge of the law and of sound practical judgment of business affairs is such as to render their advice worse than useless, the more important it is that the community protect itself by preparing for the practice of law men of accurate legal knowledge and sound practical judgment. It is the business of the university to send out young men whose preliminary train

ing is so thorough that under the conditions of active practice they will soon develop into lawyers of recognized ability.

Oklahoma, like other new States, seems to have less law and more lawsuits than the older States. The great multitude of developing interests have as yet not had their legal limits defined. by enactment or determined by court decree. The process of adjusting law to the changing needs of the community is a continuous one. But in a new State the activity is more acute and the difficulties of legal practice correspondingly greater. In such a State it is highly important to have well trained legal minds to forward this adjustment. In medicine, as in law, the university can perform a service of great value to the State. In the great medical schools of this and other countries, men are devoting their lives to intensive research in order to solve the intricate problems of life and health. As a result of their experiments, many of the dread diseases by which men have been swept away by millions have been traced to their lairs, their causes determined, their remedies proclaimed, until to-day many of them bid fair to disappear forever from the face of the earth.

Education as so far used in this dis

cussion may be defined as having for its purpose the preparation of men and women for useful service. The university graduate is to be judged not by

what he knows, but by what he can do. The value of his education is determined by the degree of increase in his ability to perform a service that will be profitable to himself and useful to the community. In recent years the old ideal of the purpose of a university 'to conserve, discover and distribute knowledge' has been modified by requiring that the knowledge be useful. And now we go still further and demand that the knowledge be not only useful, but that it be used to improve the prosperity, defend the peace, protect the health and enlarge the civic, social and spiritual ideals of the community.

Education must enable a man not only to meet the technical requirements or his business or profession, but it must also vivify and clarify and inspire his work by providing him with nobler ideals. The minimum requirement of successful citizenship is that a man be able to contribute to the world's work

in sufficient measure to insure him being able to support himself and those dependent on him. But in this material age we must be on our guard against accepting this degree of accomplishment as the maximum required to fulfil a man's obligation to the community in which he lives. The peace and perpetuity of that community are necessary conditions of his work and he should be able to contribute his share the perpetuity of a desirable communin establishing the ideals that secure

itv life. A man must not only do something worth doing, but he must be something worth being. The university can not neglect to perfect him in his doing, nor can it neglect to perfect him in his being.

To establish ideals of conduct, to create an appreciation of community responsibility; to develop the power and the desire to think wisely about the complex problems of State and Nation, and to cultivate the ability to express indeas effectively for the forwarding of his own business and the improvement of community conditions. All these elements are no less the business of the

university than is the perfecting of a

man in the arts of his business or profession. An analytical mind, a discriminative judgment, the power to distinguish truth from error, not only in one's own business but outside of it, are qualities that the graduates of the university should come in greater

measure because of the influence of the university.

There is, however, a still broader definition of education that the university must keep in mind, namely: That the purpose of education is to improve both the labor and the leisure of mankind. After a man has done all that he needs to do or desires to do for himself and

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