There is no virtue in any government of the people, by the people, unless it be for the people.

THE RICE INSTITUTE*

It would not be easy to imagine three university volumes of the twentieth century of equal interest with those of "The Opening of the Rice Institute." This is especially true when one considers the significance of the contents as viewed from the stand

point of philosophy, science, literature, history, civics, economics, and education.

Literally the ablest man of the world in each subject was the man of the hour regardless of expense, when he could be had, and no man was upon the program of those days who was not recognized internationally as a leader in the subject on which he spoke.

In no other three volumes anywhere published can there be found as much that is absolutely the latest word on so many vital subjects and that is so nobly presented as here.

in

The inaugural lectures are upon "The Problem of the Philosophy of History," "The Theory of Civilization," "The Methods of Extending Civilization Among the Nations," "Molecular Theories and Mathematics," "Aggregates of Zero Measure," "Monogenic Uniform Non-Analytic Functions," "The Breviary of Aesthetic," "Mutations Heredity," "Geographical Botany," "The Ideals of an Experiment Garden," "Philosophical Landmarks," "The Study of Poetry," "The System of the Sciences," "Principles of the Theory of Education," "The Electron as an Element," "Disruption of So-Called Elements," "The Generalization of Analytic Functions."

The significance of the opening of Rice Institute is in the significance of the Institute itself as it is being developed by the president.

It is too early to make any adequate statement as to the purpose and aspiration of the president, but it is not too early to say that it has the most beautiful architecture of any university in the New World; that it has, in the developing, grounds of surpassing beauty, such as could only be developed in a sub-tropical climate; that everything that is done so far is as complete, as scientific, as scholastic, as artistic as were the exercises at the opening.

With a vast endowment, with absolute freedom, with a vision of a university that has essential features unlike anything attempted by any other university, President Edgar Odell Lovett is as interesting a scholastic leader as there is in America.

"The Book of the Opening of the Rice Institute." Being an account in three volumes of an Academic Festival held in celebration of the formal opening of the Rice Institute, a university of liberal and technical learning founded in the city of Houston, Texas, by William Marsh Rice, and dedicated by him to the Advancement of Letters. Edgar Odell Lovett, President.

TWO GREAT GENERALS

Lieutenant General Diversification and Major General Prosperity should be in command of the educational forces of the United States and of every state in the Union.

What Mrs. G. H. Mathis of Gadsden, Alabama, has achieved for her state in agriculture should be

achieved for education in every state in the Union. Until the boll weevil came as an angel of mercy to the South, cotton was the one crop of Alabama and her sister states, and it meant almost universal impoverishment of the common people. As late as 1914 Alabama alone bought $106,000,000 of food from the North. A one-crop state is always a poor man's state.

While others were growing poorer, Mrs. Mathis raised her 1,000-acre farm from $8 to $40 an acre, and in doing it she had made her neighbors black and white-from $300-a-year men into $1,000-a-year men.

Her aids in this transformation were General Diversification and General Prosperity. Last year Alabama alone raised Prosperity. Last $30,000,000 worth of new diversified crops and sent food North instead of importing it from the North. Alabama shipped hogs North instead of bacon South.

The schools need a diversified course of study as much as the cotton belt states needed diversified crops. A book-course school is every bit as bad as one-crop agriculture.

Education must make for General Prosperity. Educational diversification is as indispensable as agricultural diversification.

at Peoria; was dean of education of the State University of Washington, Seattle, and was professor in Reed College, Portland, when he was selected for the commissionership of Idaho. He is elected at Montana on $5,000 the first year, $5,500 the second, and $6,000 the third.

Dr. Duniway is a graduate of Cornell University with a doctor's degree earned at Harvard. He was a professor in Leland Stanford, Jr., University when he was elected president of the State University of Montana ten years ago. For the last seven years he has been president of the State University of Wyoming, Laramie, where his success has been all that could be desired.

Dr. Lindley, in the University of Indiana, has won a national reputation, especially as a public speaker on educational topics. Dr. Lindley is of presidential size. He went to the Pacific Northwest recently on a lecture tour of the universities, and no more popular man has ever made those rounds.

The University of Indiana has been doing great service to the West by rearing their state university presidents-Von Klein Smid of Arizona, Jessup of Iowa, and now Lindley of Idaho. greater demonstration of educational and profes

sional efficiency can be made than this.

No

YOCUM-EISENBERG- WAGNER Chester, Pennsylvania, has a rare record. Dr. A. Duncan Yocum went from the superintendency to the Department of Education of the University of Pennsylvania. Now Dr. J. L. Eisenberg goes to the principalship of the State Normal School at Slippery Rock, Pennsylvania, and Dr. Charles A. Wagner comes from the state superintendency of Delaware-styled secretary of the State Board -to succeed Dr. Eisenberg. Rarely has a city of its size had three such superintendents in succession.

PLAY FESTIVALS

County play festivals are among the latest best In these phases of educational activities. Pennsylvania takes the lead. It is several years since the Kutztown State Normal School began holding county play festivals, which are among the great events of that section of the state.

Now Superintendent Thomas A. Bock of Chester County holds a remarkably elaborate play festival at the West Chester State Normal School. This play festival includes literary events such as contests in composition writing, in spelling, in declamation, in arithmetic, in penmanship, in drawing, in singing, and in gardening and agriculture.

It requires a pamphlet of twenty-four pages— fine print to announce all the features of the day. No county fair could exceed in interest this May Play Festival of Chester County.

"UP TO THE MINUTE"

If the phrase of the street was ever justifiable educationally it is in the case of the graduation program of the Brighton High School, Boston, Frederic A. Tupper, principal.

Among the musical selections were: "Battleship Connecticut," "The Torpedo and the Whale," and "Oh, Italia Beloved."

The student essays were: "What is an American?" and "The Red Cross-Its History and Its Work."

The recitations were: "The Flag," and Viviani's "Address at the Tomb of Washington," May, 1917.

CHARTERS TO ILLINOIS

Dean Werrett W. Charters, who has made a national reputation in the Department of Education in the State University of Missouri, succeeds Dr. Lotus D. Coffman in the Department of Education of the University of Illinois. Dr. Charters has done some of the best professional writing of the day and he has magnified professional education in Missouri University.

PRINCIPALS TWELVE MONTHS

East Chicago, Indiana, has an exceedingly wise plan of all-the-year supervision of children. All school principals are employed for twelve months, being paid for the three vacation months at the salary per month of the nine months.

There is a summer school for eight weeks, and they have three weeks of absolute vacation between the summer school and the one-week-before the school opens.

This arrangement is pleasing to the principal financially, and to the community every way.

This is but one of several important innovations which Superintendent Edwin N. Canine has introduced in the twelve years of service.

One university summer school opened with thirty-seven men scheduled for faculty and platform, and 180 students, about one-half last year's registration.

In 1914 the City Superintendents Association of North Dakota adopted a Code of Ethics which was adopted by the State Association the same year.

Texas has $5,000,000 in school property and $200,000,000 in automobiles, which shows that she is up to date in both items.

Pasadena is probably the first city of its size in the world with a majority of women elected upon the Board of Education.

Every teacher should be an aggressive booster of good roads, especially every county superintendent and country teacher.

Yale takes another advance step and women may hereafter be candidates for the degree of master of arts.

There are more than two million boys between fifteen and nineteen in the United States.

The National Education Association will be reported in the issues of August 2 and 9. Fifty of the county superintendents of Nebraska are women.

Community centres are a Safety First proposi

tion.

The children and I then joined forces to do the janitor work, for which we received $5.00 a month, which means a total of $45.00 per year. A box party cleared the rest, so that on January 8 the Victor and ten dollars' worth of records arrived.

We all gathered at the schoolhouse the following Sunday to hear them. It was a bitter day, but those who could not ride, walked. The records were received with the greatest evidences of pleasure. I might select somewhat differently if choosing again, and yet we find them very satisfactory for our singing and marching and general enjoyment. Here is the list:

Round and Round the Village, London Bridge is Falling Down and Round and Round the Mulberry Bush, Folk Games; Semper Fidelis and High School Cadet Marches, composed by Sousa and played by the Victor Band; 1, The Jap Doll, 2, The Gingerbread Man, 3, The Woodpecker, 4, Robin Redbreast, The Bobolink, Rote Songs by Mrs. Jessie L. Gaynor; Birds of the Forest Gavotte and Spring Voices, by the whistler, Guido Gialdini, with the Victor Orchestra; The Toymaker's Shop, from "Babes in Toyland," played by Victor Herbert's Orchestra; Wynken, Blynken and Nod (Eugene Field), sung by Evan Williams; Gently Falls the Dew of Eve, by Verdi; and Lift Thine Eyes Unto the Mountains, by Mendelssohn, sung by Ladies' Trio; If With All Your Hearts, by Handel, sung by Evan Williams; Sweet and Low, sung by Mixed Quartet.

The direct result of the installation of our Victor was the formation of an orchestra, the organization of a Literary Society, and a nonsectarian Sunday school, which is to meet every Sunday afternoon at 2 o'clock.

We have only had our Victor a week, but have already used it to march by, to play games by, and to sing by. We are learning new songs from the records, and the boys are trying to become excellent whistlers.

The Sunday school is planning to send for some records which will give us the old hymns and some good anthems. And already some of our mothers and fathers have asked if it will be all right to send for records which they especially like.

"Now it won't seem so bad to come to the old schoolhouse, will it?" said one little girl to me, after listening enchanted to the music.

This Victor is absolutely the first thing which has ever been bought for the school with money coming directly from the parents. It has caused the first interest ever shown in the school, and has already been worth to us many times what it cost in money and effort to get it. Besides, it is a handsome instrument, a credit to any schoolroom, and does not take up much space.

If ever a Victor was needed anywhere it is in the tiny, crowded, starved, ugly rural school. You would appreciate all it means if, on a dark and stormy day, at recess or noon, you could see the light in my pupils' eyes as they gather around the Victor to hear the records. From "The Victor in Rural Schools,"

A STATE UNIVERSITY IN THE LIFE OF THE STATE

Continued from page 69.

vard and Yale and Dartmouth and Chicago and Baylor and Southwestern and a hundred others can do this work just as well as any state university in the land. Of course, I do not mean by this statement of facts that a state university, once it has been founded, should not provide for this general educational culture in its educational work; what I am trying to drive home is the thought that this work is not the primary part of a state university's work. If in time, as seems likely, the municipal college is built up as a part of the city's public school work the call for this general non-professional and undergraduate work on the part of state universities will be lessened more and more and this will make possible the use of more and more university funds for the real work of a real state university. Say to yourself then, if you would come to have a bigger view of the place of a state university in the life of a state, that it is never a sign of greatness in a state university to see it making a mad rush to compete with ordinary colleges for a large body of students who simply want a general college education. That is not the prime function of a great state university and no state university ever became great by making it its prime business. Mere numbers do not add to the glory of any university, be it a state university or a privately supported college.

What is the place of a state university in the life of a state? The place of a real state university is, first of all, to train men and women through its professional schools for the work of the professions called for by the life-needs of the state. Since more and more of the world's work is being put on a professional plane the place of the state university is growing larger all the time. Time was when the doctor, the lawyer and the preacher were the holy professional trinity, but that time is no more. Today the engineers, the architects, the chemists, the dentists, the pharmacists, the agriculturalists, the journalists, and many other workers are rightly being classed as professional workers. If these men are to do their work from the noblest motives and in the most efficient way they must have professional training in a professional atmosphere, and that state university, is not fulfilling its place in the life of a state that is not always seeking to build up well-equipped and well-conducted professional schools to give this training. When I look over the catalog of a state university and see what it names as its professional schools or colleges I know how far it is fulfilling its first function as a university. Nor

I fooled into believing that professional needs are being provided for when I ask whether certain work is being done if the answer is that that is taken care of in the general courses of study given by the university. There are general courses which men who are seeking profes sional training should take for their general good,

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but these general courses do not take the place of professional training. It is the first business of a state university to organize its educational work to provide for the best possible professional training for the state's professional workers.

If I were asked to name the professional schools of a real state university I should say, speaking only for today-the work of a state university may widen for tomorrow-that besides the schools of medicine, law and engineering, which have been in most state universities for some time, we should have the following professional schools: The school of education; the school of agriculture; the school of mining; the school of architecture and building; the school of industrial arts; the school of business training; the school of civic and social service; the school of journalism, and the school of domestic arts. The school of medicine should include training for dentistry and pharmacy and nursing just as the school of engineering seeks now to train for the various engineering professions. These schools of the university should be so organized that enough of the so-called liberal arts studies should be provided to give the persons being trained a rational appreciation for the beautiful, the true and the good in the things of the world, but the chief work and the prime aim should be to train for efficient and honest work in the professions. And this means, not the production of scholastic pedants who become so "perplexed over the problems of the world that all they can do is just talk," but the making of mighty workers who do their part of the world's work and "do it to a finish" superior to the untrained many. The great weakness of high schools, colleges and universities is the tendency to do their work as if the purpose of education was to talk about things rather than to do things. The old aristocratic notion was that education was for the few, and that these few should be trained for a life of leisure. The idea was that the noble few should be taught how to be ministered unto, but not to minister-that was for the common untrained herd. It was this oldworld notion of education that cursed the earth with the idea that it is more honorable to work with words than it is to work with things. And it is this idea that has caused our state universities to move so slowly in building up those professional schools which train men to work with things rather than with words. Even in this good hour of democracy, when we are beginning to see things as they are, the students in the law school of a state university think they are working on a higher plane than the students in the school of agriculture.

It is time now to say something like this: When a state university gets busy seeking to organize and equip itself for all lines of professional training-not simply the professions which call for a wise and skillful use of words, but also those which call for the mastery over material things-it is on the high road. to filling its first place. in the life of the Whereas, if it is satisfied to carry on its

state.

work as an overgrown college it will be doomed to remain a college in character. It may be called a university, but to name a boy George Washington does not mean that you have created another "Father of His Country." The few professional schools which it maintains will never come into their own, for much of the money which should be used for their up-building will be wasted on the non-college timber which is always found in those universities where the general undergraduate college student in large numbers "is the thing." Of course, every one who can think skin-deep in educational matters knows what this hankering after numbers on the part of state universities in America is due to. State universities are dependent upon the people of the state for financial support, and nothing will persuade the people's representatives in legislature assembled to "come across with the cash" so easily as to point to the crowds on the campus. I am perfectly willing to forgive all university leaders and builders who have played this game to get money, but they know, and everyone who thinks knows, that it has been a losing game for the building up of real state uni

versities.

Is it not time now for us to be honest with ourselves and with the people? We know that working with a great mob of students along general college lines never made a great university and never will. Many of these would get much better training in some small college. We know also that a state university comes to fill its real place in the life of the state, first of all, by providing high-grade professional training for the men and women who have a care to do a good piece of work, and want to do it well. Why not tell the people these facts in plain, homespun English? They know that the life of the state demands a goodly number of the people trained as doctors, engineers, teachers, farmers, dentists, chemists, architects and the like, and they know that the welfare of mankind demands that all such workers should be well trained. Besides, a large number of the people themselves belong to the professional walks of life, and these people are ever ready to help us put our state universities on the high plane to which their real work calls them. Thus, working together, it will not take long for all the people to know that the first glory of a state university is in the number and character of professional workers it produces.

But there is a higher place for a state university in the life of the state. The average school training for the professional man is about four years, and that is sufficient for the rank and file of those who work along lines of professional service. But in every profession and walk of life there is the constant need of leaders-men and women who discover the new facts about life, who explore the wider trails of human learning, who think the bigger thoughts about our political and social relations. After all is said, the progress of the world is due to this