In these simple ways educational philanthropy attempts to take the social life of crowded neighborhoods, to begin with it where it is, and to direct it along helpful channels. We are beginning, I think, in all our great cities to see the absolute need of just that sort of social training. It is a curious fact that we are very slow about taking progressive steps for public improvement until we are compelled to. The history of sanitary improvement in the cities both of Europe and of this country will show that great steps in the direction of sanitary improvement have rarely been taken except as the result of some dire plague. Cholera or smallpox has compelled the cities of Europe and America to organize their boards of health and to develop thorough, effective methods for urban sanitation. It may be that that will also be true with regard to the moral health of the ctiy. Certainly those who have watched the condition of things on the east side of New York must have seen that there is a moral contagion and pestilence that comes out of the life of a great tenement district, which in due time, by sure compulsion, will necessitate on the part of the city, either privately or publicly, the careful, systematic organization of such facilities for social intercourse as shall lead in the direction of intelligence and character instead of toward moral destruction.

And then, too, educational philanthropy concerns itself quite definitely with experiments in the direction of training for vocation. One of the things that strikes you most strongly in the life of a working class district is the fact that boys and girls, as they leave our public schools, have no sort of training to fit them for entering upon some permanent employment. To a very large extent, when they leave the grammar schools they go into some sort of calling which is essentially juvenile. The boys become messenger boys or go into the newspaper or bootblack business, while the girls become cash girls in the great stores. The difficulty with those callings is, that a young person will follow them for three or four years and at the end of that time be no farther on in his substantial preparation for a life work than he was at the beginning. It is highly important that we should develop educational resources for training those young people to fulfill some

increasing use in life. The task of educational philanthropy, wherever it is found, is to a very large extent that of endeavoring to fit boys and girls, during the years after the grammar school stage, for taking up some definite industrial career.

Another significant aim of educational philanthropy is that which was suggested by Dr. Felix Adler when he said that just as there are life saving stations along the seacoast, so there should be talent saving stations along the shores of poverty. Throughout this country I believe only about six per cent of the boys and girls get beyond the grammar school. In a city like Boston, possibly as many as twenty per cent go beyond the grammar school, though that is perhaps a high estimate even for Boston. This means that eighty or ninety per cent of our boys and girls do not get beyond the grammar school. Take twenty per cent for Boston. That is, speaking roughly, the proportion of the population which may be credited to the professional and commercial classes; the working classes amounting to about eighty per cent of the population in a great city. Speaking roughly, then, the children of working class families do not go beyond the grammar school. Anyone who has worked in a crowded district in any of our great cities knows that there are numerous cases of exceptionally bright boys and girls who are prevented from going on into the secondary school on account of the poverty, or ignorance, or indifference, or all three combined, of their parents. It is certainly an anomalous situation that if a boy or girl can persevere through the secondary stage and get as far as the collegiate stage, he finds very great resources to help him on through the collegiate stage of his education; while large numbers of promising boys and girls are stopped in the course of their education at the beginning of the secondary stage. It seems to me there could hardly be any better investment of money than through the provision of scholarships by which exceptionally bright boys and girls whose parents are poor, too poor to send them through the secondary stage of their education, could be sent on through the high school. Some efforts are now being made in that direction, and there

is certainly no more interesting line of experiment for educational philanthropy.

I feel very strongly, as I said at the beginning, that it is necessary for all of us to take upon ourselves the responsibility of educating the thoughtful people in the community as to the place which education has in the building up of the community. We take that fact too much for granted ourselves, and we do not take measures to have other people understand it. For instance, in the city of Boston, with its enormous expenditure, involving enormous drain upon the taxpayers, a great part of the expenditure which comes through taxation goes to support institutions which gather up the evil results that come from a bad and bungling scheme of civilization, from an insufficient system and scheme of education. The city hospital, which is one of the finest institutions of its kind in the world, is yet rendering a service the need of which might be in part obviated. The city hospital costs more than a thousand dollars per day. We have our houses of correction, which cost $600 per day. We have our almshouses and institutions for neglected children; we have our police force, which comes next to the public schools as an item of public expense. The question is going to be asked before long, from a purely financial point of view, whether there is not some way by which a portion of this vast outlay for the negative, superficial treatment of social evils can be cut off. In due time we shall be able to show to the hard headed taxpayer that by the establishment of public baths, public gymnasiums, public playgrounds, by experiments in the direction. of educational philanthropy, a way may be found to cut off some of that expense and to relieve the city decisively and permanently of some of that burden.

But there is a far more forcible line of argument in support of these experiments in the direction of educational philanthropy. The prime source of the wealth of any country or of any city consists in the productive capacity of its people. We have been depending all along upon importing productive capacity into the city from the village, American and European, but we have got to learn some way now by which we can develop productive capacity within the life of the

city itself. It is only through a broad, thoroughgoing system of education, that will touch all sides of life and provide for all the practical needs of life, that we shall be able to develop that productive capacity. And if we can show to the thoughtful citizen that education is reaching out in order to bring to the light and to bring into full power the variety of latent productive capacity that is born into the children of the mass of the people, then I believe that we shall have an invincible argument in favor of a higher rate of taxation for educational purposes and larger appropriations for the support of educational enterprise.

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AMERICAN COLLEGE ARCHITECTURE.

BY ALFRED D. F. HAMLIN.

[Alfred Dwight Foster Hamlin, architect, professor of architecture in Columbia university; born Sept. 5, 1855, in Constantinople, Turkey; educated in Robert college, Constantinople, at Amherst college, where he was graduated in 1875, at the Massachusetts institute of technology and the Paris Ecole des Beaux Arts; since 1883 he has been connected with the Columbia university as instructor; in 1883 as special assistant; in 1887 as assistant; in 1889 as assistant; 1901 adjunct professor; since 1904 professor of architecture; he is the author of a history of architecture, and has contributed widely to architectural periodicals and to several encyclopedias on the subject of architecture; in collaboration with others he wrote European and Japanese Gardens.]

A nation that has many new buildings to erect and plenty of money to spend upon them is sure to develop a characteristic architecture. It may be good or bad or simply commonplace, but nothing can prevent its being clearly expressive of the taste, culture, ideals, and capacities of the nation. The style of the new buildings will be an index of its artistic taste; the purposes for which they are erected will reveal the dominant interests and illustrate the character of its civilization.

It has been customary to speak of the pervading commercialism of American life. The towering and impressive masses of the business buildings of lower New York seem to give evidence of a triumphant materialism; the more so when we learn that fifty or sixty millions of dollars sometimes go into such structures in a single twelvemonth. But the evidence is fallacious, for when we survey the country at large it is not skyscrapers that fill our vision, but rather the homes, churches, and schools of the people. We have heard a good deal about our domestic and religious architecture, both from native and foreign critics; but our collegiate architecture has not received the attention it deserves, though not less suggestive than our houses and churches of the national progress and national ideals.

Recent foreign observers have expressed amazement at the magnitude, number, equipment, and endowments of our universities. No one, indeed, who studies the record