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About The Nebraska independent. (Lincoln, Nebraska) 1896-1902 | View Entire Issue (Sept. 27, 1900)
flfii I 1 LANCASTER COUNTY EDITION. VOL. XII. LINCOLN, NEBRASKA, SEPTEMBER 27, 1900. NO. 19. -Mas; Ml Village News I -TIM . Y. r . i tj.!-s'li3 oj--w!' I'.'Jirr-ss: -t .- ir oa iit-t Tu--1 . :. --' A. Ml'- r f I'-tt'-. K .' i i:r.t " - 1 or, r : 4 - f ' I -'' ' !-'...- --.. H- -i;T."?s u .:- : r r ? N j r "s. , r . .r Jo-.f A ;f tin fr..:;- ? - '1 r .-;, s It.-: . ar- r .ji, jf .- t r 5 r- ' - aT.-I. r:u-i !-. u- r ; t- si " j t j,.; .! x1 i. ' - ::.-- I? F. A"-?':. :. !'- 7 -'dav . s :.;.. ' : f.-r- itt ..'- .t .! -it; '. - j ,sr w-i.ii4K Tin !iv:, - , i i' j h Jaj'-lti--' i t ? ;... ;tO of r-?;j'r V 1 -,..'." ; -r " .?. 'net Fr. 1 - v -..-- v jj ';. - a Ii 1 - 1 '.'', . . & . r -, W , ! - ' . t.-. : t5-.il t .;..' ' .;--,: Is.-' ": .-irs t - . ,t.-i : '- art:; ..: : J. Z,. ! A '.No V." ..... .1-, ; . 5 . ,1 , ' .i . . . .-, -r , : -; ' ?i '. ' i ., : rr " f .Jt;i 0- '" !:!.- r:r f r Sat . " : ' : ; :-.w'.r.r;g To ' I :. n r ii 1 . ; 'i 1 j i r:'.:t rii . r . . : . ' i j ii T, . . 1 i . . . . . . . . if i.Oi'i"- i . , ' - " v. L "I:.. t-i5, j ... !-::- i r c :;-.-- ,.i tt.- ar ! fj:!.--!. -.-t -1. z r.: i- r -'w 7 7 i1-j f ti. .-n e t h j '. c :s :. ! s or. !h- .:.'. (A :h Hiu : . . . ""At--- :t fT r. ti-r, u in r-i.h an i '- p -ir- toar.1 rjiiifj. the I'niun If; O? f- -T:tnisa pit- a mozzh il-'J s.r.d s.Doth-T l.- If. c.y.-. If th- r-t of th.- in " t!:tr.-t tiitctary to Vrt ,' Coume : il !!, th- 4-L-t ii!l ircu be can- f Zilzsx ar ;tv -xros tart V , s - - - . T - ra iowa i;a t-ken rooms in the Pe- j -'.son Lou.--, corner I'rr'sp rt strc? ! !!e avi Th y xpfct to i h-r until tiselr son completes a j UviT --rs' -nnrff in coilc?!. M :r ' y K. Hirzor and Charley Mra;i" ' ff Hivrton. !?.. were un.ted in mar-j t I j.? t Monday evf-r.inp. The briiie ; a v n j..io-A n youne lady or this a I ho groom, m-ho resided f-ra! yt-ars a?o. :s :avoraoiy i.: :.r i. o a goodly number of our onrr.ol it? dcnrs for its v ork H -rur-i-iber 10. One if. - fit-nir-T's nresentt.d i .i. ar of thi !!:t dav for classifica- Tl - r':r";)"r ha r. w increased . t-r C,i-' hundn.. and ten of in :.. hall r :mio,v and tt. ri-t board with . fan'iiif- in tli- x"il!::.e. , - r. J, v - - l -..ii ; l ii wilt: ' . W l !!;( i - - V ( ; Of .t. ho: tt- : I. ST t ; r"'t" ' Ir, : a cell?: -a .5. Me iim-!- t a- Mx 14 f.-t. i ii'oin tit i.ooin" of -j". a ii sub - 1 It- i! -n .... . h. : '. o:u tl f hoi. -st-s r- f. 1 !... utxr.o a -.a a parity and i-it !y. in t'"" f! ipa-y of ti e n ". . er.- in town w-. k .? rin ;in an-!aii;o-n to ."'i,r;iska ;::vi;!tK!TV 1 1 a i .".J a-!'iit.)'i. AC!:. M i (da ; in N ') -ly :s pla Task a pastor was 11- .h for i 't t! Mr. i kIi: U. in tin- 1, 1 r . X- : V ci.-.yan .. r ' 1. num. -. received M . t.i'iiioa T,: -(ilnt'c;. ha?, fiiird t i is state, o'.e vrar in io.;on a ! piiip.:s : for a 1 !, iircb ;;. d '-nion i Lincoln, i for this i. as y.r, I: y . ii pasrd tb'O!;!! l::-t at ri: rnonin i: ar, :' n r.ut- to Wav.-rly. : -u-i : ; jat he will -p' ::k :!:-- ( it v a ii . o. lic it is 1111- in Have- in k arday eteninvr Sintemi er 21'. Th l,anr;ister prf lncr liryan club a:.i J thi- fw-ion forces of H.'thany ia organizing a similar c!u last Satur day night. Though it was under stood in Ht'thanv th:u th day had iw-K-n postponed, yet a strong delega- tson from this city bejnjr pre-'-nt the j orr4ni?:ition was perffcit d. I r. Unb .rls was elected permanent president. Frof. Kvans secretary. The club en rolled twenty members in this purtly extern peraneous manner arid over for ty rti.,-ri- will join ar soon ; come aware- that the club ornicd. SHri speeches w made by ri r. ? of tlie Lancaster i'l m M. Morning of Lincoln will . h ! - hail S ..r: r 1. net Thursday W LSI. K V . N NOT V. ' 17. at ''. vk p. iv... was a I r p' ;oti t t h" st u "'!.. - 1 . ' ! e i b a'itlfuii V ( ( - ! '"' -7 ; 1 e : a.- odd oiors. Spv h! into iso- ("jia; Crap -i il :v . ' . ) v a ! ( - :;ri1 1 !- browr. . "ham i- i e- i- ) : O i'...-"'i : !a e.e I t.i I r: a "U :o '. of ic-! . r f o.p tu l! L d r- -- e lie ' a- tnn to : )i t Iv i'(i- .? : pn-'s: . t;".e 11 '7 re a a i it -s. 1' ol v,.-. ta! it.-. ml s I a: d ia' io.iy re-.iir nf th- fam--.s feri--l ! rived ru.idly i I'auire!. :V-- Moiiday ditor of 'iVIi na ? ;o,;. I)i. .t i r ; ) .- b:- : i - s I.. I Nil , e O Oii HI- i mil.i ii TANAMA. t. -.: e;!i. .c: :tiT, i::c; at bal of hreshin:. h. ivd a ing i;:i -r of . F.rm : Fan in peeeii a pt'oph3 at Firth his fin? a r i.i . !-i '! .:bt or '.;' iV :.! nis. All elljov.'d Ml . tip r o'. Fan una and Falrbeiy w.-:e married tie- l.o.e.- of tha The o"iiic eov.ple re- To his hcrae near W". 1 : oi 'ai : r of Lincoln is V I LP.IVIN'G HORSM WANTKD. j Wu:: i to buy horse for light driv- i ::.j. ..! iM l young and so snd with -Oi'-! s-p' d. For particulars address ; "A ", are The Independent. (itliee of the Nebraska Mercantile Mu- ! tual In. ursn;e Company is 1251 O St. ! D.C. IVrkin-: i-- UlY 31acjrex, 4 THE STATE UNIVERSITY i iulfr the Fusion JManageineiit It Takes a New Start ' umber of Stmleuts In creased II Stumling iiained Fearful warnings;, continued from month tc month, were given by the Srate Journal and many other republi can papers in Nebraska of the awful j consequences that would result should i the fusion iorc-s succeed in electing a ! majority cf the board of regents of j tr ftat? university. It is useless to i rt'l,rint tho?e awful prophecies, they ! aip v.-ell known to all the citizens of the state. The people, notwithstand ing those warnings, did elect a fusion majority of the board and the result ha? been that the university has taken a boi.nd forward in eery department. Tr.f number of students has increased, at w buildings have been added and tin re i? a vim. a vior and enthusiasm around the university never before "quailed. What may be expected of it in the future can be gathered from the inaugural address by Chancellor An d"r w, who was selected to preside over it by th" fusion board of regents. In his inaugural a blress delivered in Lhe Lincoln auditorium on Saturday Dr. Elisha rnorninc. September 22 Benjamin Andrews said: Mr. President. Regents of the Uni versity, Colleague?. Students and Friends, LimIh n and Gentlemen: In common with all the newcomers pres ent, whether instructors or pupils, I thank those- of you who have been here beiore for the welcome you extend to us who now appear for the first time. A-ready domiciled among you. we shf-ll scon be naturalized in the com munity and have oar vote. May the year now ope:iin;.7 be richer than any piece-ling oik- in all the university's history' It can be. it should be, I know you all join me in vowing, it shall be. To be permitted to address you to day affords me tare pleasure. For years I have cherished an ambition to tx-vome a Nebraskan. laying plans to that end long before I had any expec tat;on of membership in this univer sity. What seemed to me a peculiar solidity of character in the people of the commonwealth powerfully at tracted me. If the proverbial enchant ment of distance possibly helped orig inate this liking, the liking has been confirmed by all that I have seen dur ing the weeks since 1 set foot upon Ne braska soil as a resident. When the foreman of an educational establishment like this begins his work people more or less naturally ex pect from him some sort of a pronun ciamento touching the policy which he would like the institution to pur- they ije- ! sue. It is impossible for me to an has. been ' nounce any such policy in detail. If I had a new university policy bristling with particulars I should not wish to set it forth publicly, for the reason that, provided it contained novel mat ter enough to be worth announcing, the publication of it would be thought to threaten a sudden break in univer sity growth. If I wished radical changes. I should wish to introduce them gradually, producing an evolu tion, not a revolution. But I say frankly that 1 harbor no plan for any changes in the university save those involved in its natural. rapid and h th sts I i a! thy grc.wih. Some things which I ;i:k the univcrsiiy ought to hope and ive for will emerge as I proceed, but iave no detailed piogram. I think so tr-mely well of what others have ic-d here foi nie t iii.it I am quite ".!( at to b-t it ' can on e df eming myself Mill if I Id more of tin; an word escaping me in this ad s seem like criticism on tilings 'e that are or have been, on the doings of any of my predecessors or col leagues. I beg to assure you before hand that it is not so intended I am Iinpivssc-d by the honorable and use ful history of the university, the very high rank it has won among institu tions of its class. the sanity of its or ganization and the careful methods by which it has been administered. The bailders have built well. I feel a profound sens? of indebtedness toward all my predecessors in the chancellor ship, including my esteemed colleague who sat in the chair last year, for the w:sdom :-nd lhe unselfishness with which they have wrought. So far as I can discover, nothing has been over looked, nothing h is been mismanaged. It would have been impossible for the business of the office to be turned over to a ;.ii:-ce;-:'cr in more perfect order than when I took it up It is fitting on an occasion like this to review the prfr,eiit condition of uni versity life in the Fnited States in the Ught of current cii tic-isms thereon. Such criticisms, you know, are fre quent and various. Many "bogy" men are abroad, whom not a few people be 'ieve to hail from the university. The infidel, the "rake." the "dude." the shaggy athlete, the spectacled pedant, ihe pale recluse, and many more, are supposed to frequent every university walk and pretty accurately to rt-pre-?vcu university life. Very sober men and women are of the opinion that we pay too little attention to the moral and the esthetic side of students' de velopment and too much to the physi ca' side, and that in dealing with the mind itself, the part of our work on which they say we lay all the stress, we are guilty of grave faults of aim and method, training our pupils to pedantry, mental pride mental de pendence and a number of other faults. Xo doubt these critics greatly exag gerate the evils which they allege, and. ; so f?-v as such evils exist, many-wise I misrepresent them; yet it would be rank unwisdom for the friends of uni versity education to ignore those stric tures. Probably each of them is more or les.? deserved by all universities and deserved without much abatement by some. It will be seen that part of the information lodgea against us relates to the sphere of general university in fluences, declaring ".Lings done that ought not to be done and things left undone that ought to be done, said de iects being connected in a rather re mote way, if at all, with any class room work: and another part of it-to alleged malfeasances in or concerning the university's teaching office. Let i.s consider first the statements affect ing our general wrdk and conversation. Regarding the charge that American university life is weak in influences of the moral order, the case is far from being so bad as it js often represented. Irreligion in institutions of learning is rarer than formerly, and is decreasing rather than increasing. It is certainly less prevalent in university circles than in other large aggregations of youth, and not more prevalent in state uniyersities than in denominational colleges. To read the religious statis tics of this university for last year you would think we were the collegium de propaganda fide for the entire western hemisphere.. Explain it how you will, the fact is that the religious element, in a community is the part which fur nishes most of the university and col lege students. Moreover, owing to a happy change in the spirit of science and in . the spirit of religion, the schism between those two vital in terests at universities as in the gen eral world of thought is less and less angry as the years pass,, science grow ing devout and religion comprehensive and sweet. What has been said in regard to re ligion is nearly as true of morality. It must be admitted that forms of im morality flourish in certain universi ties. This is due, however, not to any cause intrinsically connected with uni versity life, but to dangerous influence of our time in society at large. The vast fortunes possessed by many fam ilies foster aristocratic feeling and other vicious sentiments. When scions of such families enter the uni versity they not only bring with them whatever vices they may already have, but often use the freedom of their new life to nurse those vices into greater vigor. But such manifestations of evil are local. With all due allowance for them where they exist, it will still have to be admitted that the main ten dencies at 'work in the university do main make for morality. A well known fact shows this. Very few college graduates permanently go wrong. Find a graduate of an Ameri can university anywhere and you are nearly sure to find a pillar of society, a man or a woman who is upright, trustworthy, public-spirited, philan thropic, a good example for youth to follow. This fact is explained in part by the large proportion of vice proof characters among 'the- young people who enter upon advanced study, but' the generalization could not be so sweeping as it is did not university in fluences themselves reinforce morality rather than break it down. Were uni versities hot-beds of vice, as they are sometimes represented,1 did they in any degree approach this character, their graduates, however exemplary on entering, would not turn out so well as they actually do in their mature years. After all, while a youth in a repre sentative American university is sub ject to no moral strain which he would likely escape elsewhere aud .is likely to be by his university experience morally strengthened in many vital points, it cannot be denied that most of our educational institutions come short of utilizing fully the advantages which they naturally posses for the creation of noble character in their students. Considering the plastic age during which they have young people in charge, the much which they achieve for them morally is far less than they might achieve. I intensely reprobate the view, said to have been expressed by the bead of one univer sity, that we are not responsible for the moral welfare of our pupils, our work for them being purely intellect ual. This university president may have had main reference to graduate students engaged in technical and pro fessional study. Even so. I think him wrong. With undergraduates, at any rate, we fail in duty unless to the ut termost of our power we aid them to form right and strong characters. The public expects this service of us and has a right to expect it. How quickly rnd fatally our patronage would fall off should we renounce this part of our task! University authorities do not renounce it; they dare not: they try to fulfill it. I do not underestimate the efforts they are making here, but I feel that they ought to accomplish a great deal more. The university must be as free from narrowness and partisanship in its moral attitude as in its presentation of scientific truth. No one wishes it turned into a Sunday school or into a Salvation army corps. But there are certain moral resources not objection able to any, on which universities might draw far more copiously than most have yet drawn. Instruction in ethics could be made more inspiring, practical and concrete. Professorships could be created for giving instruction, of course in a pure ly scientific and non-sectarian way, in Old and New Testament literature that series of ancient tractates rammed with moral life far beyond most else which men have written. I have often reflected, moreover, on the valuable moral lessons latent in many present courses of university in struction and waiting only to be col lated and made patent. I wish that ev ery student were obliged to pass an examination on the chapter entitled "Habit" in William James' Psychol ogy. Political economy likewise has many deep moral bearing, particularly on the subject of temperance. The science abuts upon ethics at various points. The question whether an op eration is ecdnomically'rroductive or the reverse often turns wholly on the answer you give the other question, whether or not the operation conduce's to man's moral weal. Certain physi ological facts and certain deductions from vital statistics speak eloquently for morality in weighty personal and social particulars. Every now and then occur within the university or near enough to arrest the attention of all students events furnishing impres sive texts for momentous lessons in conduct. Such occasions should be utilized, it seems to me, by earnest worrds from the university rostrum. Let each member of the teaching force interest himself personally in the pupils whom he instructs or knows and encourage them to resort to him for advice in affairs of conduct. When they come, as most of them will, do not fear to counsel them in detail about right living, sound habits and solid character those conditions on which so infinitely more depends than on mere scholarship. If I dwell on this subject it is be cause of its general, not because of its local importance. Far from regarding the means of moral grace unusually necessary here. I consider them mucn less needed here than at most univer sities. . The earnest character of its students draws me to this university as hardly any other consideration could. Our students have through out the country a high reputation for their zeal and sincerity in pursuit of university aims. Whereas in the more '"effete" parts of our land, if I may so speak, many pupils in institutions of this grade have to be coaxed and urged to their tasks, the students of the uni versity of Nebraska are ii possible al most too serious in their determina tion to profit by their residence here. They use the university for genuinelj' intellectual and moral aims, not for any of those more or less reprehensible side purposes which so attract young people to college in some localities. Air have heard of "salt water col leges" and "fresh Avater colleges." Un fortunately there are also "cologne water colleges," which many patron ize; institutions of learning where de votion to mental growth has far less to do with giving tone to student life than sociality, even conventional so ciality and conventional sociality of doubtful character. The social side of life is certainly important, and I should be the last to disparage the proper furtherance of it; still a uni versity career ought not to be pri marily dedicated to social development however good, but to interests which are directly mental or moral, or both. The evil sociality complained of is not to be put aside by decrying social ity, but by proper attention to social ity of the right sort. Co-education is fulfilling a great function in produc ing this. Our studies in sociology are helping to the same result by another path. Cultivate the democratic, by which I mean the republican, tenden cies in every student body so that no sharp separation of social classes shall ever appear therein. We do not want levelling, but we do want the most perfect possible sympathy among hu man beings, however variously born into life or circumstanced in life. At tention to music and the fine arts, hap pily encouraged now in and about all our progressive universities, is valua ble both socially and morally. One need not be a virtuoso or a connoisseur in the fine arts to feel the influence of their neighborhood in elevating and enriching his nature. Critics of university life not seldom sneer at the zeal, now so ardent in most American institutions of learn ing, for physical education. This en thusiasm for physical training I regard as almost wholly good. Nothing of course can be more ridic ulous than the folly of such students as make gymnastics their main busi ness at the university. If any have come among us with such a purpose let them this very day change it or else buy tickets for home. College sport is good within limits and in its place as a means of physical and men tal health and to large life. In this it is like eating; we eat to live, we do not live to eat. It is a great mistake to suppose the benefits of physical exercise by stu their health and mental alertness for the time being. These benefits reach incalculably far and are of the most varied value. Systematic bodily ex ercise in college often cures grave and even congenital ailments. It relieves many complaints which cannot be cured. It wards off physical and men tal iils to which persons of a sedentary life are especially prone. It lengthens the active years and the total years of men and women who are free from specific diseases. It lessens in vio lence, in frequency and in duration such attacks of illness as befall quite strong people. It puts ease and cheer into hard work and good temper into all the relations of human beings. It tends to impart permanent strength, sanity and order to the mind and to develop that firmness of will without which, particularly in the great crisis of life, the most gifted of mortals be come the sport of fate. In schools whose pupils are mainly from cities careful physical training is certainly necessary. City youth are very apt to be ill-developed in their vital parts. Even if they romp and play much, which many of them will not do, they rarely engage in the strenuous exercises needed to steel the muscles of heart, lungs and dia phram. For most farmers' sons and daughters this result is produced by the hard work they do. making that work a blessing for which they ought to be devoutly grateful. Most city young people coming to the university still have time to perfect their physi cal condition, but not one in a hun dred of them will take the proper means to this end save under some sort of university impulse either from a faculty rule or from a student cus tom. Let not country youth imagine that they need no prompting of such a na ture. The young man or woman from the farm requires to continue and to systematize bodily exercise; else bane ful if not fatal weaknesses will occur in special parts, or a general break- Premium No. 20 For a club of three campaign sub scriptions at 15 cents each we send as a premium a genuine photograph but ton, elegantly finished and durably mounted of the size shown in the cut above. It is the best quality of button that can be obtained the kind that are retailed everywhere at 25 cent3 each. If you want one invite your neighbor to subscribe. We can fur nish them with pictures of Mr. Bryan alone or with both Bryan and Steven son as shown, in the cut. Why not help to increase the circulation of The In dependent? There is no more effective campaign work that you can do. Lancaster county neonle can nowhere get so much reading for th mnnev n in The Independent with the Lancaster County bupplement. From now until November 10 for 15 cents. down, recovery proving impossible. I have known many cases of early death on the part of Titans who came to college from rural homes. Strong, they fancied that they must continue so. Sad illusion; they had been ac customed to taxing exertion and the sudden and total remission of this proved fatal. Regular drill in the gymnasium is of course to be highly prized. All stu dents should utilize the gymnasium long enough to be taught where they are weak and to obtain the idea of system in schooling the body. But outdoor exercises should always be in dulged in as often as possible for the benefit of fresh air and partly to se cure the invaluable zest of play. To perfect this zest of play a certain num ber of match games, duly regulated, are not only admissible, but" desirable. I therefore approve under reasonable regulations all the usual forms of col lege sport track athletics, tennis, baseball, basket ball, football and row ing though rowing is not to be spe cially commended, partly because few can engage in it and partly- because it is not a safe sport for matches. At the risk of being thought queer, I am going to commend, particularly to such as do not play ball or tennis, certain outdoor exercises which per haps cannot be made very popular, but can be made exceedingly useful. It is not golf or cycling that. I have in mind. Both these I dare say are praise worthy, but each requires an outfit of some cost, and also, most seem to think, its own uniform. The exer cises which I should like, to "boom" are slow running, walking, especially with some object in view aside from mere exercise, and the accurate throw ing, either of balls or of pebbles. I wish these exercises might become fashionable like golf. They .. call for no outfit, no special uniform, no ele gantly graded and kept grounds, and they are suitable for well people of either sex, whether older or younger. As already hinted, the benefit of sound physical education reaches be yond the body. Many sports prevalent, in universities are of extraordinary intellectual value. Football excels in this respect. Good play proceeds much more from brain than from muscle. The same is true to a considerable ex tent of baseball and tennis. Nearly all earnest sport properly carried on also has immense moral value for all par ticipants. It develops independence of action, the sense of individual respon sibility and at the same time fits for joint activities co-operation and obedience to authority. It cultivates the will, particularly the power of instantaneous decision. It trains the sense of fairness. It imparts moral poise, the ability to be fair when un der powerful provocation to take ad vantage. On the whole, then, while the non intelectual features of higher educa tion are to some extent out of order in universities, the shortcoming is less serious than many suppose, while the best institutions are rapidly remedy ing and removing it. Meantime a good part of what is blamed is not blame worthy, but deserving of praise. There are some criticisms of an other stripe which perhaps we cannot quite so successfully meet, those, namely, alleging faults in the mental work done at universities; teachers' halting and wry modej of presenting truth, errors into which pupils are suffered to fall in connection with their choice of studies; and various distempers mental and moral of which it is said pupils are permitted to be come the victims through their intel lectual pursuits. There is a widespread belief that university teaching on certain subjects is here and there biased, perverted, dishonest, not reflecting the best re sults of scientific investigation, but shading. Ignoring of suppressing these at the behest or poweiful interests, social, monetary or political. That a university may get pus in its blood in this way professors need not be thrust out of their chairs or formally muzzled therein. Pressure so silent that the victim is unconscious of it will suf fice, and it is in this quiet way that freedom in teaching is most otten de stroyed. This evil has not gone far and there is no danger of its becom ing general in the United States; but the malady is in its nature so terrible that a single case of it or even the threat of such may well prompt-precaution, like the rumor that a chol era ship has cleared for America from a foreign port. How ineffably important, how vital liberty of teaching is I need not set forth here. Even the most arbitrary governments have sought to puard It In their schools. The argument has been ably gone over point by point hundreds of times. But there are two remarks which I beg to emphasize. One is that the entire community needs to have university teaching un biased and cannot but suffer from a gag policy. When shall we learn what all history so clearly teaches, that the real foe of progress Is never the in novator the man wishing to force Into belief and practice his mistaken fed idea. The quack, the hafe'-bralned, gab-gifted fellow has little power. Like the wind, he bloweth where he listeth; ye hear the sound thereof, but cannot tell his point of departure or where he will bring up. Why should such a man be tormented before his time? The real foe of progress is the well-meaning, stolid, insightless, leaden-minded conservative, who deems each new idea a crime the creature against "whom Shakespeare warns it. In the passage: "What custom wills, in all things should we do't, The dust of antique time would lie unswept A.nd mountainous error be too highly heaped For truth to o'erpeer." The professor's privilege of declar ing in a proper manner what he be lieves to be the teachings of science this personal prerogative is therefore not the main thing. The regnant, the towering consideration is the public welfare. The world cannot afford that any truth or any representation which an intelligent and honest teacher be lieves to be the truth should be forc ibly kept under cover. Part of what professors teach may be false of course. All the more let it be aired that It may be refuted and we know its untruth. If the teaching is tha truth, all agree that it ought to bs published, though the whole world at first deride the prophet who lifts his voice to proclaim It. The more any theory snubs our preconceptions th3 more ought we to wish it opened to the world and put to proof. My other remark is that sthte uni versities are more than any other bound to stand for academic liberty against whatever influences threaten to lessen this. Says Henry C Adami In his recent work on the "Functions and Revenues of Governmenti": "It is essential for the modern stats to support public Instruction, because mere is no otner way to guarn against the fading of its Ideals through thai rise of an aristocracy of learning. It Is natural that institutions that look to the'wealthy for further endowments i - -1 a i. - a i il .i i i buuuiu ue jimueuuea m ineir aamiu istration by the interests "of ths wealthy class; and it requires no great insight to perceive, that the final re sult of exclusive reliance upon privat-j benefactions for 'any phase or grad-j of education will be that the instruc-- LlOil piUVlUCU Will UUL UlUJf J Vcilt'd lll'J interests of. a class, but. will be con -Sned to a class. A statu -. ..II AW I . . . n ft. which aims to perpetuate democracy cannot decline to make ample provlv sion at public expense for all phaseu and forms of education In no (jther way can a system of public instruc tion, which Is by far the most -potent agency in shaping civilization, b brought to the support of democracy." Another indictment relative to uni versity teaching touches the manner lather than the matter of it, and it has, I must say, i, good deal of justi fication. If college and university teachers could be brought to honest confession nearly all would in sack cloth and ashes plead guilty to one monstrous sin, that of inatientJon to pedagogical principles. The recent flood of pedagogical Interest, which has so refreshed the whole field of common school teaching, has appar ently left the sand-wastes of higher instruction-giving as arid as ever. I do not mean that we have not re formed the curriculum, for we have. We have also improved our scholar ship, our acquaintance with our sev eral departments. But a capital short coming continues in th. fact that w; resolutely spurn the art of imparting knowledge. The few who teach thor oughly well do so, I fear, more by nnate knack" than by rationally ac quired method, while those of uh gifted with no such k;ack, however, well we do, fall far short of ideal success. How few instructors cultivate good voice or expressive gestures; how many enunciate poorly and use the nose as a vocal organ: There is in m'ofct university leaching litlle effort duly to intersperse serious wkh light er matter in order to aiouse and con serve interest, little planning to util ize to the utmost every class-room per iod, not wasting a second. Suppose o;i of us selected by lot were to be Hiked questions like, the following? What is the psychological order of presenting your several topics in such or such a course taught by you? Which among these topics do yon most emphasize and why? How and how frequently do you have the class review? What is the true end or aim to be had in view in an examin ation, and. what sort of an examina tion ought to be set In order to com pass that end? I am afraid that many a. nrofpssor thus catechised would be found rather badly at sea. Again, at what stage in the average, pupil's advancement does the general use of inductive teaching become safe? I have a feeling that in work for the. bachelorship inductive teaching, that is, the investigator's method as con trasted with the expositor's method, 1b too common, and that this accounts for much of students' inab-lity to grasp large or complex subjects firm ly. I should be only too glad to havo he suspicion confirmed or refuted, but can find few who have given the problem thought. We are, to be sure devoting much time possibly toe much to graphic methods, projection and the like, but the general subject (Continued on page 10.) 71