political progress and of all struggle for liberty-that devoted souls have toiled and suffered for it, and that it is a sacred thought to many wise and noble hearts to-day. There is perhaps a desire to be thought as good as the best from a political standpoint which is base and selfish, but there is also a passion for equality which is manly and right; it promotes self-reliance and laudable ambition; in all history it has brought together men of warring creeds, of differing social habitude, and of varying culture to unite for the common good. The egotism of the possessor of lately acquired equality may offend us, but let it be atoned for by his righteous pride in the nation which has bestowed this dignity upon him, by his genuine interest in the welfare of a land which has given him new opportunities for himself and blessed hope for his children. Mr. Saintsbury's final statement that a monarchy develops the passion of loyalty is a truth we do not wish to deny or forget. We claim as our universal human heritage that heroism which has illumined many a dark page of history with some noble deed of devotion to a king-devotion alas! not always rewarded. We thrill in recalling Sir Ralph Percy's "I have kept the bird in my bosom,' but the dying Strafford's "Put not your trust in princes" will echo as long. In government by the people patriotism should take the place of personal loyalty. The whole land should claim the citizen's allegiance as fully as the king claims his subject's faith. "Vive la France!" should ring as nobly as "Vive le roi!" "My country, 'tis of thee, Land of the noble free," should be sung as heartily as "God save the King.' Pure patriotism is scarcely more common than true loyalty. But republican rolls are not without the names of Leander, the Gracchi, Francesco Ferrucci, and of others who chose "That grandest death-to die in vain for love of something noble." The effort of all that is best in modern life is to develop such virtues "as rare as they are precious" in the individual citizen, an increasing regard for whose welfare has marked the political progress of society, which to-day seems so inevitably set toward republican forms that paternalism, pure and simple, is found only in the far East and in Russia. If we believe that in the life of republics there is more growth for the individual, more opportunity for his progress, a stronger and more self-reliant race begotten-if with Plato and Socrates, Milton, and Vane, with Jeffer son, Washington, and Hamilton we believe that there is greater freedom for all under representative government than under absolute authority-then we can only say with Montesquieu: "Whatever be the price of this glorious liberty we must be content to pay it to heaven." ELIZABETH C. BIRNEY. Movements in English Education. II. HOME AND SCHOOL. Nobody can bore a victim more relentlessly than an educational faddist, and Dr. Johnson must have fallen into the hands of one of these tormentors when he allowed the expression to escape him, "I hate by-roads in education. Education is as well known, and has long been as well known as ever it can be." The emphatic old doctor little foresaw that his testy epigram would be read by a generation which looks back on the intervening work of Pestalozzi, of Herbart, and of Froebel, not to mention the names of the pioneers of modern educational reform. It would have been better for the great talker's reputation if Dr. Burney had forgotten the anecdote or Boswell had omitted to record it. Jean Paul was much nearer the truth when he said, "Ueber erziehung schreiben, heisst, beinahe ueber alles einmal schreiben." "The teacher's strength depends on his method," said Diesterweg, and it is to questions of method that our teachers, and many of the administrators in their wake, are more and more turning their attention. "Die Lehrmethode ist ebenso wichtig wie der Lehrstoff; das Wie ebenso wichtig wie das Was." To German thinkers and German teachers, however, is it chiefly due that this truth has been pressed to the front and its significance established in regard to the reorganization of the elementary school. But it would be misleading to say that English educators have troubled themselves only with problems of administration. True as it is that both in England and in France questions of organization occupy a more prominent place in educational literature than they do in Germany, we must not forget that the organization of school systems almost necessarily involves assumptions and debate about the subject-matter, and in a lesser degree about the methods, of teaching. But the changes of English opinion on what may be called the pedagogical, as distinguished from the administrative, problems of education have never been systematically traced. The work, whenever it is taken in hand, will be a difficult one, because the development of our pedagogical theory will have to be deduced from the changes in our administrative policy, with which it is intertwined. The Englishman, as a rule, thinks and writes in the concrete, the German in the abstract. Each habit has its advantages and its drawbacks. The one keeps too near to the facts and is too often tainted with compromise; the other is apt to stray too far from the facts and to lose itself in unrealities. In order to form a just comparison between the educational work and principles of the two nations, it is necessary to study both theory in the light of administration and administration in the light of theory. But the science of education is becoming more complex. Every year adds to a literature already vast. The questions of national education continually grow more urgent, more difficult, more closely intermixed with vested interests and with considerations of public finance. Hence comes a tendency to specialize, a natural separation between the discussion of educational method and of educational machinery. From this separation there necessarily follows a certain filling up of vacant places in educational literature. The country which has excelled in abstract disquisition begins to turn its thoughts more seriously to problems of practical organization; that which has thought too exclusively in terms of practice and administration attempts to fortify itself on the side of theory. This reciprocal tendency is now very noticeable in the educational literature of Germany and England respectively. Each of the two countries has recently begun to realize, more vividly than before, what it can learn from the other in matters of educational science. When the process has gone a little further, the interdependence of the two sides of educational effort will be apparent to many who are still the too exclusive champions of one branch or the other. "Back to Pestalozzi!" they are crying in Germany. We shall soon hear in England the password, "Back to Locke." Back, Back, that is, not to a mechanical repetition of his doctrines, but to the consideration of the individual child, to the scientific study of the actual product of our schools, to an attempt to extend Locke's method of pedagogical analysis from the somewhat narrow sphere in which he himself applied it to the new and wider problems of the public elementary school. As an illustration of this, it is interesting to find in the epistle dedicatory to Locke's "Thoughts on Education' a sentence which might be taken as the motto of one of the most significant movements now discernible "The in the English educational world. well-educating of their children," he writes, "is so much the duty and concern of parents, and the welfare and prosperity of the nation so much depends on it that every one should lay it to heart, and, after having well examined and distinguished what fancy, custom, or reason advises in the case, set his helping hand to promote everywhere that way of training up youth, with regard to their several conditions, which is the easiest, shortest and likeliest to produce virtuous, useful and able men in their distinct callings." In other words, parents cannot divest themselves of their responsibilities by paying their education rate or their schoolmaster's bill. They, too, must give thought and study to their task, which, without knowledge, training, and counsel on their part, cannot be properly discharged. "Die erziehung," as Herbart said, "ist sache der Familie; von der geht sie aus und dahin kehrt sie grössenteils zurück." The Parents' National Educational Union is only one of several societies which are addressing themselves to the more scientific study of educational questions, but, as the most widely extended of these new associations, it may be taken as a type. Its objects are: (1) To assist parents of all classes to understand the best principles and methods of education in all its aspects, and especially in those which concern the formation of habits and character. (2) To create a better public opinion on the subject of the training of children, and, with this object in view, to collect and make known the best information and experience on the subject. (3) To afford to parents opportunities for co-operation and consultation, so that the wisdom and experience of each may be made profitable to all. (4) To stimulate their enthusiasm through the sympathy of numbers acting together. (5) To secure greater unity and continuity of education by harmonizing home and school training. Its central principles, to which all local branches of the society are pledged, are (1) That a religious basis of work be maintained. (2) That the series of addresses and other means employed by the Union shall be so arranged as to deal with education under the following heads: (a) Physical, (b) mental, (c) moral and spiritual. (3) That arrangements concerning lectures, etc., be made with a view to the convenience of fathers as well as of mothers. (4) That the work of the Union be arranged to help parents of all classes. The agencies by which it carries on its work are monthly lectures, training courses both for parents and teachers, special classes for children in various subjects, the circulation of educational books from a central library, the maintenance of a training home for governesses and the publication of a monthly magazine-The Parent's Review. It will be observed that its work is at present confined to a province of education which is not directly connected with the public elementary school, but its very success will compel it to extend its labors over a wider field. Already it has established a considerable number of local branches in different parts of the country. A more detailed description of its work does not fall within the scope of this article, but any one desiring to know more about the society could doubtless obtain information by writing to the secretary at No. 28 Victoria Street, London, S. W. Biological science has deeply affected our conception of education, and thousands of people who have never opened a treatise on biology are now under the influence of its discoveries. One result of this change is that the importance of the earlier years in a child's life is becoming more vividly understood. Aptitude, habit, character largely depend on the first years of early training. These, however, must be passed at home or, if at school, in classes which should be closely in connection with home life. "Die Wohnstube," as Pestalozzi, was never weary of saying, "ist die Realschule der Menschheit. Der Grund zu einem weisen und unweisen Leben wird in der Wohnstube gelegt." This is the second movement in the history of English education for the closer study of the form and method of early training. The first sprang from the influence of Locke. It ended in a divorce between home and school. Home training was developed to an extent which, in the case of children of wealthier parents at any rate, caused many of them to be deprived of the benefits of school life, and the schools to be weakened by the absence of many who would have been their best pupils. Against this exaggerated tendency there was the inevitable reaction, and many parents still agree with the late Judge Denman in thinking that "if boys go to school they become sad dogs, but if they stay at home they remain poor devils." The new movement, profiting by experience, bids fair to escape the blunder which ruined the older one. Its aim is to make home and school work together, by training parents to regulate home teaching in such a way as to lead up to school, and so to use their influence as to compel the school to carry forward the intellectual and moral discipline successfully begun at home. X. TWO UNIVERSITIES. Many answers have been given to the question, 'What is a university ?" "To one the university is 'a collection of books'; to another it is 'a place where nothing useful is taught '; to another it is a combination of four faculties'; to another it is an 'institution where anybody may learn any thing'; to another it is a group of educational establishments under one governing board; to another it is an authority for the bestowal of degrees; to many others it is only a more stately synonym for colleges." What universities are becoming has been discussed by President Gilman, of Johns Hopkins, in an article from which the preceding paragraph has been quoted, 'The Future of American Colleges and Universities,' in The Atlantic Monthly for August of the past year. Leaving abstruse questions of the being and becoming, it is not difficult to learn something of the doings of universities from two recently published statements, which he who runs may read, namely: University of Pennsylvania. Annual Report of the Provost to the Board of Trustees to September 1, 1896, including the Report of the Acting Provost from June 9, 1894,' and Annual Reports of the President and Treasurer of Harvard College, 1895-96.' It is, perhaps, true that university learning and popular life have seldom been closer together than at the present time in the United States, where the business man becomes the university president, the professor becomes the legislator and diplomat, and where university trained men are found here, there, and everywhere in active daily life. Nevertheless there is yet observable a tendency upon the part of some universities to over1ate the value of original research and, under-rating the value of the presentation of learning to society, to sneer at the people and the "popular." Some colleges foster an equally harmful tendency toward forming a caste of college-bred persons with especial traditions and customs different from, and incompatible with, the habits of the work-a-day world. One is gratified, in opening its report, to learn that the University of Pennsylvania appreciates " that in becoming a learned scholar it is impossible that one should neglect to become at the same time a good citizen and a Christian gentleman," and one is stimulated to inquire further into the 248 paged account of that institution's methods of endeavoring to reach its double aim of "communicating knowledge already attained and of increasing our store by research." New universities, which we are accustomed to see built in a day, are able by consideration at once to select and adopt the most improved and perfectly adapted methods of organization and administration. In an institution whose methods have been integrated by a hundred years and more of habit, the matter is by no means so simple. What may seem to be comparatively small advances toward more perfect adaptation to modern needs are often attained only after long and vigorous effort. Hence, more than a little to be commended is the tendency of the University of Pennsylvania toward centralization in the organization and administration of its affairs as this is manifested in uniting the various departments by the formation of a representative Board of Deans, the adjustment of the financial relations of the Law, Medical, and Dental Departments, the complete severance of the interests of instruction and finance, and the constitution of an Academic Council, a body of some power representing the various interests of the College. Of the 2632 students of the University who receive instruction from 251 teachers of various grades, 1925 are from Pennsylvania, 613 from forty-three other states and territories, and 94 from foreign countries. It is probable, now that the University has arranged boarding and lodging accommodations, that the desire to have larger numbers of students from a distance will be gratified. In '95-'96, free tuition was given 308 students, 190 of them Philadelphians. "In direct return for donations from the citizens of Philadelphia the University has thus been annually giving back to the city in this way a sum of money which would represent the interest at 4 per cent upon over $600,000.' That a large number of teachers of public schools-181 in '95-'96 who have not had and cannot have regular collegiate training, have availed themselves of certain courses opened to them by the University, cannot but have a definite beneficial influence upon the schools of the city; an influence similar, perhaps, to that exerted throughout New England by the Harvard Summer School. The thoughtful words of the Provost, as well as those of President Eliot, upon the importance of the training of teachers, deserve to be quoted in full. The University, recognizing the need of persons who, with ability to appreciate the most advanced work of investigators, will devote themselves to interpreting this to the people, most wisely directs many of its advanced students toward teaching and does not attempt to make original investigators of all the persons in its Graduate Department. So far, also, as it is possible to judge from a report, the University in directing its work for graduate students allows a reasonable amount of freedom, and thus avoids that other error of so rigidly insisting upon certain fixed requirements that the advanced student is forced to do work for which he is unsuited, while his real abilities are forced to remain unexercised. By abolishing the admission to the College, upon certificate, without examination, of students from private schools-public school certificates are still acceptedand by stricter discipline in entrance and later examinations, the standard of work has been raised, the number of regular students increased, and the number of irregular and special students decreased. It is interesting to know, upon the Provost's authority, that, contrary to general opinion and newspaper statement, the "scholastic record of college members of the various university athletic teams is distinctly higher than that of the student body as a whole," and that "the record of students who belong to dramatic and musical organizations is about up to the average level." It is strange that there were less than half as many women in the University in '95-'96 as in '94-'95 and that the proportion of these who were conditioned grew from 22 to 25 per cent, while at Harvard, in the past year, Radcliffe has doubled its number of students, and the proportion of distinguished students is there much higher than in Harvard College, the examinations for degrees being precisely alike in the two institutions. Adding to the eighteen years and six months and eighteen years and seven months which were the average ages of Freshmen entering the University in 1894 and 1895, a college course of four years and a technical or professional course of equal length, it is evident that the training of a professional man will occupy him until he is twenty-six years of age, and that he cannot begin to be established before he is thirty. That this is too late from every point of view is very evident, but the remedy for the matter seems hard to find. The Provost of the University suggests that it is in the reduction of the college course to three years; the writer agrees with the Dean of the College in thinking that better training preliminary to the college work would afford a solution. Harvard, leaning in opinion toward abbreviating the college course to three years, has been vigorously considering the question for half a dozen years but has, as yet, reached no final conclusion. Some institutions which adopted the three-years college course have, in the face of existing conditions, considered it advisable to return to the four-year plan. It is a matter for some surprise as well as gratification, that upon lengthening the course in the Department of Medicine from three to four years, the attendance showed not a diminution but an increase. The fact that, of the 331 men entering the Department in 1895 but 39 were college graduates, shows how necessary was this enlargement of the course and raising of the standard of admission. In 1897, the requirements for admission to the Department of Law will be the same as for admission into the College; in 1899, this will be true for the Department of Medicine. Noteworthy as is this advance, it does not yet approximate the ideal. The Harvard Divinity School and Law School now require, as does the Graduate School, candidates for admission to be graduates of colleges, and, after 1900, the same requirement will be made by the Harvard Medical School. Turning to the very characteristic Harvard report, of 351 pages, it is found to contain many things of general and particular interest, ranging from discussions of overtraining in athletics to the advantages of chapel services at which attendance is optional. No mention is made of the total number of students in the University, but one is scarcely prepared to learn that the total of 1772 men in the College is not equal to the number in attendance last year. Statements that student abuses, such as purloining books from the libraries, stealing advertising signs, and cheating in examinations, have become sufficiently serious to warrant severe action on the part of the university authorities, these do not make pleasant reading for those of us who have a reverence for "the way they do at old Harvard." The establishment of John Harvard Fellowships and Scholarships both without stipend, makes it no longer true that a man must be poor at Harvard to receive university recognition for good work; with the raising of the tuition fee in the Divinity School to the level of the fees charged in the other departments of the University, the eleemosynary feature in the education of candidates for the ministry is no longer exaggerated; the necessity of providing accommodations for some hundreds of students who remain at the University but for a single year, is an interesting indication of the growth of the migratory idea in American student life. The Harvard report is very exhaustive and minute. It repeats, unnecessarily perhaps, from its catalogue statements of all the courses of instruction given in the University; it includes many diagrams embodying statistics of popularity of studies, proportion of failures, and the like. Many pages are needed for mere mention of the activities of the Harvard astronomical observatories in two hemispheres, and to suggest something of the work of the numerous university expeditions into all parts of the world. Turning again to the University of Pennsylvania, we find that within the past year every department but one has increased its number of students. The single exception to this increase, in the Department of Veterinary Medicine, is due, apparently, to financial depression in the agricultural classes, from which the Department draws many of its students, and to the diminution of the value of live stock, owing to the introduction of new methods of traction. The same influences have not been so largely felt at Harvard where the Veterinary school has recently established a free clinic. In Philadelphia, the Veterinary Hospital of the University, with its free public lectures upon the anatomy and care of animals, has been of much value. Perhaps the most evident advances in the physical equipment of the University of Pennsylvania have been the building of the Flower Astronomical Observatory, of Howard Houston Hall-the new club house for university students, which is used by 1000 to 1500 persons daily-and of the dormitories and the dining hall. Less well known, although of greater direct value to the city and community, is the establishment of the Botanic Garden which, in one year, has supplied between 14,000 and 15,000 fresh specimens and 300 plants to the Girls' High School, and to various Grammar and Primary Schools throughout the city and state. The mutual aid experienced from the co-operation of the Arnold Arboretum, at Harvard, and the Boston city Park Commission, suggests the possibility of a similar arrangement in Philadelphia. The technical contributions of the Wistar Institute of Anatomy and Biology to the advancement of knowledge, the expeditions and investigations of the Department of Archæology and Paleontology, as well as its free lectures and open collections, greatly benefit the community both directly and indirectly; the value to Philadelphia of the University Hospital is too well known to need mention. Thirty-four pages of bibliography in the report evidence much literary work on the part of those who are, or have been, connected with the University. Mention of all these activities goes not only to prove that the $944,600.99 which has been given to the University during the past two years has been worthily bestowed, but might also serve as a basis for an address such as that admirable one upon the duty of the City to the University which President Low, of Columbia, sometimes delivers. The development of the University has been such that certain of its accommodations have been far outgrown, and new buildings are needed for the Graduate School and the School of Architecture, for the Departments of Law, Hygiene, and Archæology, for the Laboratories of Physics, Physiology, Histology, Pathology, and Psychology, and for the Gymnasium. Some of these buildings are needed imperatively and at once. While the library of the University contains 128,751 volumes and about 50,000 pamphlets, and has recently had some considerable and well-chosen additions, certain accessions are yet needed. The President of Harvard University, which has a library of 488,356 volumes and 379,023 pamphlets and an invested endowment fund of $8,526,813.67, asks, at the end of his report, for "additional endowments to the amount of ten millions of dollars for the satisfaction of none but well-known and urgent wants." The summary of the admirable work done by the University which has but one fourth the library facilities and less than one fourth the endowment ($1,972,753.03) of the other speaks for itself of the needs as well as of the present efficiency of the institution. In concluding his report, the Provost of the University of Pennsylvania makes no appeal for funds, but, for benefits already received, expresses the thanks of the University to the Governor and Legislature of the State and to the authorities of the City of Philadelphia, representatives of communities whose interest and pride in the University may prompt them to follow the Provost's own generous example and further share in the honor of aiding an institution so essential to the welfare of the City, the Commonwealth, and the Nation. IN the struggle for self-realization a few men become artists: they learn the possibilities of the materials with which they deal; they put themselves into fruitful relations with the things which can nourish and the forces which can inspire them; and they put forth the creative energy that is in them freely and continuously. They discover the educational quality of experience, the sustaining and teaching power of Nature, the cumulative force of training; and they work out their lives with intelligence, foresight, and resolute adjustment to the best conditions. Such a man, despite all faults, was Goethe; a man who discovered in youth that life ought not to be a succession of happenings, a matter of outward fortunes, but a cumulative inward growth and a cumulative power of productivity.-Hamilton Wright Mabie. Books. RODNEY STONE. By A. Conan Doyle. New York: D. Appleton & Co., 1896. I have a vague recollection of a story pertaining to one of the earlier prize fights between the champions of England and America. It so chanced that the contest occurred during the sittings of a convocation of English clergymen, and on the great day nearly all the reverend gentlemen played truant and went to see the "mill." The next day the Bishop-or was it the Archbishop?reproved them roundly for their defection, and concluded his reproach by expressing surprise that they should have been in any doubt as to the issue, because for his own part, he had been confident from the beginning that the Englishman would win. It is not unlike Oliver Wendell Holmes's reminiscence of Emerson correcting him of an error of a quarter of a second in stating the record made by the fast trotter, Flora Temple, in 1859. Perhaps if bishops and philosophers were always as frank we should be surprised to discover that feats of prowess wrought by man and brute have an irresistible fascination for serious minds, even in our own day, when respectability demands that we should appear contemptuous of such matters, or at least indifferent to them. The truth is that the world will probably never be so highly intellectualized as to scorn the animal qualities of strength, skill, pluck, and endurance. We hold that moral victories are the best, and our souls respond to the virtues of 'The Character of the Happy Warrior.' But we also retain our school-boy admiration for the man who can hit hard, and our hearts are still stirred, as was Sir Philip Sidney's by the story of those eminent freebooters whose fame is perpetuated in 'Chevy Chase.' There was a time, and that not such a great while ago, when men of standing were under no compulsion to keep their sporting proclivities sub rosa. Gentlemen thought it no shame to be seen at the ring-side when the avowed patrons thereof were the great Mr. Fox and the brilliant Mr. Sheridan, and His Royal Highness, afterward his Most Christian Majesty, George the Fourth. It is in this honest epoch and its favorite pastime that Dr. Conan Doyle finds material for his novel, 'Rodney Stone.' And why should he not? Literary men before him have not reckoned it beneath their dignity to sing the deeds of the fistic warriors. In 1820, the ring had its poet laureate in John Hamilton Reynolds, the friend of John Keats, who |