Maryland. During his presidency Cornell has shown itself a fearless leader in the educational movements of the country. It is probably needless to say that during the same period the attendance at Cornell has exceeded the maximum previously known, in spite of the coincidence of Dr. Schurman's headship of the university with the long-continued period of hard times throughout the United States, and a general increase in the requirements for entrance, making much more difficult than formerly the entrance of ninetenths of the students.

His administration has seen a considerable advance in the status of co-education at Cornell. The dormitory accommodations for women have been doubled through the addition of a large wing to the Sage College for Women and the purchase of the Sage College Cottage; a woman has been elected by the alumni to the Board of Trustees, and a woman has for the first time been appointed to the teaching staff to give lectures open to both men and women students, namely, Miss Louise Sheffield Brownell, Ph. D., the new warden of Sage College and lecturer in English literature.

President Schurman took A. M. at the University of London, D. Sc. at the University of Edinburgh both in course - and has been given the honorary degree of LL. D. by Columbia University.

OF

BOOKER T. WASHINGTON.

For portrait see page 7.

F all the men at present before the eye of the educational world there is none of more interest or doing a greater and nobler work for the nation and his people than the colored teacher, orator and statesman, Booker T. Washington. The place of birth and early childhood of Prof. Booker T. Washington was a small, oneroom cabin. He was born a slave at Hale's Ford, Va., in April, 1857. Later, at Malden, W. Va., he worked in the salt furnaces, and went to school. In 1871 he heard of Hampton Institute, in Virginia. He at once made up his mind to enter that institution, and going to Richmond he worked there until he had enough money to pay his way to Hampton Institute, which place he reached with 50 cents in his pocket. mained at Hampton three years, working his way through, and graduated with honor. After teaching in West Virginia and spending a year in study at Wayland Seminary, Washington, he was invited to return to Hampton as a teacher. In this capacity he remained till 1881, when appli

He re

cation was made to Gen. Armstrong, of Hampton, by citizens of Tuskegee, Ala., for some one to start an institution at Tuskegee on the plan of Hampton. Mr. Washington was at once recommended for the position. Upon reaching Tuskegee he found neither land nor buildings, nothing but the promise of the State to pay $2,000 annually towards the expenses of the school. The school was started in an old church and shanty, with thirty students and a teacher. Its history and its present condition are already well known, with its nineteen hundred acres of land, its twenty-eight or more large buildings, its one thousand teachers and pupils, its wealth of live stock, and its valuation of over $300,000. The speech that brought Mr. Washington first into prominence was made before the National Educational Association, at Madison, Wis., in 1884, and since that he has time and again emphasized the impression then made. He is widely sought after on the lecture platform, in educational gatherings and charitable and philanthropical conferences concerning the South. He seems to be keeping his head despite all the adulation and success he has obtained, and the future seems to have even greater achievements in store for him.

WHO AND WHAT?

No. X.

Some Famous Italian Scholars.

PAUL MANUTIUS AND HIS SON ALDUS THE YOUNGER.

WHEN Aldus Manutius, the founder of the

famous Venetian printing house, died in 1515, his son Paul was a child three years old, but the business of his father was carried on for the benefit of the heirs by his grandfather, Torresano, until 1529. Aldus had not accumulated wealth for his children, but his life had been rich in the accomplishment of great things, and in the appreciation of his labors by those with whom he was intimately associated in his work, as well as by those who were so fortunate as to own books printed by him wherever they might be.

Many letters containing expressions of appreciation and good wishes for his success are still preserved. A quotation from one of these may not be amiss here. It was written in 1505 from a Cistercian monastery in the Thuringian forest by a monk named Urbanus:

the others. We pray to God each day that He will in His mercy long preserve you for the cause of good learning."

It is easy to see that the children of such a man inherited what was far more valuable than money.

When Paul Manutius became the head of the house in 1533, he brought with him the scholarly tastes which were his by inheritance, and a good classical education; but naturally his work as a publisher does not rank with that of his father, who had accomplished more than the greatest scholars of his time for the spread of learning and the development of literature.

Aldus had overcome all the great obstacles. He had invented new forms of type, notably that now called Italic, modeled on the script of Petrarch, it is said; new forms of books, replacing the folios and quartos with convenient crown octavo volumes; and he had secured complete and perfect fonts of Greek type which were copied by the printers of Europe for many years. His son, therefore, was spared much of the drudgery that Aldus had to do in order to get the necessary machinery of a printing office in good working order.

Paul certainly kept to the high standard of mechanical excellence which his father had set up and continued the publication of the classics, giving special attention to editions of the writings of Cicero.

In 1540 he took his son Aldus into partnership, and the new firm took the name of Aldi Filii. We have no reason to infer any lack of prosperity in the business for a long period — at least twenty-one years passed before any decided changes were made.

Then Pope Pius IV invited Paul to come to Rome and to take charge there of the publication of the writings of the Fathers of the Church, and of such other works as might be selected. Paul accepted the proposal on conditions quite advantageous to his interests, judging from the terms of the contract. The papal treasury was to furnish the amount required for a well-equipped printing office. Paul as manager was to receive 500 ducats annually, together with one-half the net profits realized from the sales of the works published, and the contract was to continue for twelve years. The Pope had asked for his aid rather as a scholarly editor than as a man of business.

The first issues of the Aldine Press in Rome were the Decrees of the Council of Trent in a variety of editions, the writings of St. Cyprian, and the letters of St. Jerome.

The profitable part of the business was in the

printing of the official editions of the Catechisms and Breviaries.

The correspondence between Paul, his brother in Asola, and his son Aldus, in Venice, which went on during the ten years that Paul remained in Rome, has fortunately been preserved, and from these letters we learn not only the business conditions of the time, but also the personal relations of the writers.

Aldus the younger became more interested in the study of law than in printing, and, after his father went to Rome, the business in Venice was leased for a term of five years, but at the expiration of that time he must have again assumed control of it, for Paul, writing to him in 1570, says: "In my case, scholarship and industry have never brought me rest or fortune. I pray God you may be better favored. I must beseech you, however, to put away childish things. It is full time that you recalled to yourself the honorable traditions of our family. My own active work must be nearly over."

Paul's health was failing at this time and he was extremely anxious that his son should marry the lady to whom he had been for some time betrothed, and then concentrate all his time and attention upon the work of the printing office in Venice. The young man had in view a project for opening a retail bookshop at this time, to which his father was opposed.

In 1571 his failing health obliged Paul to give up the position he had held for ten years in the papal printing office at Rome under three papacies. He was the more willing to do this on account of his desire to finish his Commentaries on the Orations of Cicero, but at the time he hoped to return and resume his place as manager of the printing office in Rome with less exacting duties and with a fixed salary. The new Pope Gregory XII was especially desirous of retaining his services, and together they had planned the establishment of another printing office which should be devoted entirely to the publication of classical works and of expurgated" editions of works, portions of which had been condemned in the Index. But this scheme was never carried out.

66

In 1572 Paul was made happy by the marriage of Aldus the younger to a daughter of Giunta, whose father had founded a famous printing house in Venice. He writes to his son, "Now I can pass my days in peace. I feel hopeful for your future and rejoice that our line is to be continued." Later the same year he paid a brief visit to his son and daughter-in-law in Venice, and, at this time, made arrangements for the printing of his Commentaries on Cicero's

Orations, upon which he had been at work for a long time and which he was very anxious to have published, as he expected that the book would have a large sale. In this he was bitterly disappointed, for, although he had given personal directions as to the style of printing, he was obliged to leave Venice before the work was begun.

When the first sheets were sent to him he wrote to his son, “If you had had in your hands some utterly contemptible scribble, you could hardly have printed it in a more tasteless and slovenly style; and you knew I had this undertaking so much at heart! I have instructed Basa to burn all the sheets that have been printed and to print these signatures again, with a proper selection of type and on decent paper."

For some unexplained reason this work was not published until four or five years after Paul's death, which took place in 1574. Two editions of his Commentaries were brought out simultaneously in 1578-79, one by Aldus in Venice and the other by Plantin in Antwerp. Paul

had completed the negotiations with Plantin and had specified the form and style of the Antwerp edition; his share of the profits was to come in the shape of a royalty on the sales.

Aldus continued the business for some years after his father's death, but the young man's literary tastes finally led him to dispose of it; and he became professor of literature in Venice, Bologna, Pisa and Rome respectively.

Part of the ten years he spent in Rome were devoted to publishing under the patronage of Pope Clement VIII.

In the case of all three of the Manutii, printing went hand in hand with original authorship. Aldus the younger wrote a commentary on the Ars Poetica of Horace; but the high quality of the work of the Aldine presses for a century, especially in the publication of the Greek and Roman classics, is the distinctive claim of this family for three generations upon the gratitude of scholars the world over.

E. M. S. M. S.

G

Men whom the lust of office will not kill;

Men whom the spoils of office cannot buy; Men who possess opinions and a will;

Men who have honor; men who will not lie; Tall men, sun-crowned, who live above the fog, In public duty and in private thinking.

-J. G. Holland.

APROPOS of Admiral Dewey's alleged schoolday insubordination and escapades the Indiana School Journal says: "Anything about the hero of Manila catches Our attention. The anecdote also suggests a query Why do the anecdote also suggests a query Why do the boyhood escapades of great men have such an attraction for the public?' Is being mischievous and unruly a mark of superiority if a boy afterwards achieves greatness? Can it be that weak humanity feels that waywardness brings Dewey nearer to them, and hence they enjoy reading another anecdote, telling how he robbed a fine apple tree and got ahead of the teacher and the owner of the orchard? Won't some old friend recall a courageous, law-abiding act of the hero in his youth? Was his ability to plan campaigns

shown only in defying authority? Robbing apple trees may be only fun, but the owner loses the fruit as surely as if a shanty boatman stole it and sold it at the nearest market. Why is it that so many shall we say the majority of grown people, in talking of their school days, tell of their misdeeds with such relish? The thought seems to be that, in a boy, manliness and good deportment are rather antagonistic; that a boy has no spirit who of his own free will obeys rules.

"Won't some child-study circle give special attention to the boyhood of great men, with the view of ascertaining whether the majority were regarded as scapegraces? It is generally accepted that great men have great mothers; is it also to be said that great men were bad' boys?

THE editor of the Western Teacher quotes from an exchange the following on the topic, "A Much Abused Maxim: "

Not long since a learned professor, principal of a well-ordered city school, whose pupils have unlimited access to text-books, cyclopedias, a large reference library and costly apparatus, declared before a wide-awake teachers' institute that one of the unpardonable pedagogic sins is the telling of facts to pupils.

"I thought of the contrast between his facilities for teaching and the resources at the command of many of my fellow-teachers, and mentally amended his statement thus: The telling of facts to pupils which they have any means of finding out of themselves."

He then adds as follows: "A further amendment will make this much-abused maxim conform more closely to a reasonable standard of pedagogic practice. Let it read thus: It is usually better not to tell pupils what they may with reasonable effort find out for themselves. But even to this mild statement of the rule there are many, many exceptions. Oftentimes the cheapest and best way to teach is to tell. Moreover, when the wise teacher comes to the point where the telling is the thing to do, he does not take any indirect, backdoor method of hinting at the thing and having the pupil guess, but tells in a straightforward manner. What does C A T spell? In only one way can the beginner learn the answer he must be told. If you want to teach a boy to play chess or cinch, will you let him find out for himself the moves of the pieces and pawns or the rank of the cards, or will you tell him? Let us have horse sense."

"MUCH has recently been said and written in regard to the course of study in our public schools," observes the School Gazette, "when, after all, it is the lessons not found on the program that yield the greatest influence on the life of the individual. Of what benefit, through life, are the rules of grammar, the participle verb, or the infinitive mood, to the child who has never been taught the demoralizing effect of profane, vulgar or obscene language; who has never been brought to realize that the highest culture is to speak no ill?'

"How much more potent for good is the heroic self-control that enables the boy to restrain hand and lip, when the eye is blazing and the cheek paled with suppressed anger, than all the skill acquired from the art of drawing! The building of character, 'for life, through life and to life,' is ever paramount to the facts of cube root and excavation of tunnels.

"A taste for good reading awakened and cultivated is the foundation and apex of all education. Its value cannot be estimated, for it does not cease with school life. It is an endless education. With its possibilities we delve into all sciences, traverse land and sea, penetrate the atmosphere, go down into the depths, and with a fine perceptive imagination we can revel in all the joys of life. Lessons of patriotism, which teach love for our country and flag, second only

to love for God, will go further toward making up the sum told in the achievements of life than the most accurate knowledge of all the capes and bays that embellish our geographies."

"AN American visitor to Engiand, who spends some little time in the country," says J. N. Larned in the Atlantic, "can hardly fail to become conscious of three serious facts: (1) That there is a strong class feeling against much education for those who are looked on as underlings and servants - a feeling more prevalent and more pronounced than the shamefaced sentiment of like meanness that is whispered in some snobbish American circles. (2) That the 'school rate' seems to be the most begrudged of English taxes, the most sharply criticised, the most grumbled at; and this to a degree for which there seems nothing comparable in America. (3) That the opposition to secular schools, fostered by the church and ostensibly actuated by a desire for religious instruction in the schools, is largely supported in reality by the two sentiments indicated above. * Looking, therefore, to the increasingly democratic conditions that are inevitable in England, the reluctance and factiousness of disposition that appear among its citizens touching the vital matter of popular education are ominous of evil to the nation, and gravely lessen its chance of holding, under the reign of democracy, the high place to which it rose under an aristocratic régime."

THAT man has a liberal education who has been so trained in youth that his body is the ready servant of his will, and does with will and pleasure all the work that, as a mechanism, it is capable of; whose intellect is a clear, cold, logical engine, with all its parts of equal strength and in smooth working order, ready, like the steam engine, to be turned to any kind of work, and spin the gossamers as well as forge the anchors of the mind; whose mind is stored with the knowledge of the great and fundamental truths of nature and of the laws of her operations; one who, no stunted ascetic, is full of life and fire, but whose passions are trained to come to a halt by a vigorous will, the servant of a tender conscience; who has learned to love all beauty, whether of nature or art, to hate all vileness, and to respect others as himself - such a one and no other has a liberal education. — Huxley.

THE National Educator says that every boy and girl should be able to: Write a good hand; spell

all the words in ordinary use; know how to use the words; speak and write good English; write a good social letter; add a column of figures rapidly; make out an ordinary account; receipt it when paid; write an ordinary receipt; write an advertisement for a local paper; write a notice or report of a public meeting; write an ordinary promissory note; reckon the interest or discount on it for days, months and years; take it to the proper place in a bank to get the cash; draw an ordinary bank check; make neat and correct entries in day-book and ledger; tell the number of yards of carpet required for the parlor; measure the pile of lumber in the shed; tell the number of bushels of wheat in the largest bin, and the value at current rates; tell something about the great authors and statesmen of the present day; know something about the laws of health, and what to do in cases of emergency; know how to behave in public and in good society; be able to give the great general principles of religion; have a good knowledge of the Bible; have some acquaintance with the three great kingdoms of nature; have some knowledge of the fundamental principles of philosophy and astronomy; have sufficient common sense to get on in the world.

SPEAKING of the rising tide of protest against the expense to the scholars of high school commencements, the New England Journal of Education declares that "while there are cases in which the matter is carried much too far, there is also much to be said in favor of attractive graduations, even with those who graduate from the grammar schools. Private schools usually indulge in much that is spectacular, and if they be alowed to monopolize this reign of beauty, the public schools will lose many of the children who can afford to indulge in a commencement, and the public school will be unintentionally branded as the poor man's school. Indeed, the common-school system has had no fight to make in its history so difficult as that against the suspicion that high schools are for those who cannot afford to go elsewhere.

"These exercises mean more to the poor than to the rich. It is merely a pleasing diversion for the sons and daughters who live in society, but it is the event of a lifetime to many a less favored one. The chief argument against the graduating exercises is that there are those who cannot afford to dress as the favored ones do, and cannot have a carriage. Through the whole course this has been true. They have never dressed as the others have. They have none of the luxuries and few of the comforts indulged in by the others. The favored girls have luxuries in connection

with life at school every day, and comforts in heat and cold and wet that the others never enjoy, and why should they complain because once in four years this is true as it is on every other day. The school has failed at a vital point if it has not prepared the pupils to accept the discrepancies of condition heroically. In this day one can look well in June with slight expense. If, however, the general class expenses are made large and the expenses incurred by a committee, usually of the society girls and boys, are assessed upon rich and poor alike, there is sure to be hardship."

THE New England Journal of Education recently Milicarried a symposium on the question of tary Instruction in the Public Schools." C. W. Bardeen therein writes: "I am positively opposed to the introduction of military training into high schools:

"1. Because the high schools have quite enough to do now without adding another study to the curriculum.

"2. Because to teach military tactics well would require military training on the part of the instructor, which is in most cases impracticable.

"3. Because I do not believe in the military Its fundamental spirit except as a necessity. principle is subordination. What troubled me in the army more than long marches and short rations was being under the domination of little men made big by a chevron or a shoulder strap. "4. So far as it serves to take the place of exercise I should consider it a calamity. The exercise needed is outdoor sport, football, baseball, tennis, golf, hide-and-seek if you like, but something with the inspiration of a game, that will set your blood tingling.

5. So far as it fosters a military spirit, I consider it as deplorable. We do not want a military spirit. We should all be ready to serve our country as she needs us most, and that is more likely to be in a score of ways than as soldiers. If she needs us as soldiers, the tactics can be soon acquired, and a high school boy who has been thoroughly trained in a first-class curriculum will have a mind disciplined to grasp and master the details of tactics without appreciable loss of time."

Supt. John Kennedy, of Batavia, N. Y., declares: As to the wisdom of teaching military tactics in our high schools, my personal conviction is towards the negative. As I look back over American history I am convinced that the best way to make good soldiers is to keep on making good citizens. I do not think that we