Chapter 382: , Laws of 1889, to read as follows (5)

"How much Germany owes to her system it would be almost
impossible to estimate. Certainly no other country has turned
the education of children and young people to such enormous
advantage. A good and efficient education has been made not
only accessible but also compulsory in every corner of the
country, and one of the most priceless features of this
education has been and is the inculcation of real, personal
interest in the national welfare. Further, the fullest
possible use has been made of scientific investigations, and
all sciences have been drawn into the service of the nation.
The result of this has been truly amazing; in fact, wholly
undreamt of. There can no longer be any doubt that Germany’s
industrial advance is mainly due to the extent and
thoroughness with which technical education is being
conducted. Briefly stated, the secret of the pronounced
success of the technical colleges in the Fatherland lies in
the fact that they have kept pace with the ever-increasing
scope of all branches of science in general, and, to the same
extent, with the ever-increasing demands of the present day
industrial enterprises upon scientific investigation and
research."

_Louis Elkind,
Germany's Commercial Relations
(Fortnightly Review, July, 1906)._

What seems to be the most satisfying explanation that has been
given of causes or reasons lying behind the extraordinary
development of scientific training on practical lines in
Germany, resulting in so wonderful a speed of industrial
progress within the passing generation, was cited from a
German scientist by President Pritchett, of the Massachusetts
Institute of Technology, in an article contributed to the
_Review of Reviews_, February, 1906.

"About a year ago, I heard a famous chemist in Germany explain
the present industrial supremacy of his country in words
something like these: ‘Forty years ago,’ said he, ‘the
scientific men of the various German states devoted their
study almost wholly to theoretical subjects. They were
humorously described as given up to investigations of the
dative case and similar impractical problems. In a measure
this was true. The investigators of that day had a wholesome
contempt for anything which promised direct utilitarian
results. But the development of the spirit of research
throughout the German universities trained a great army of men
to be expert investigators, and when a united Germany arose to
crown the labors of William I. and of Bismarck, with it came a
great national spirit in which the men of science shared. They
realized that to them were committed the great industrial
problems which must be solved in order to make the nation
strong, and scientific research, which up till then had been
mainly theoretical, was turned to the immediate solution of
the industrial problems of the nation. No longer the dative
case alone, but the development of the chemical, electrical,
and mineral resources of the country formed the avenues of
scientific activity, and scientific research, which had till
then been looked upon as theoretical accomplishment, became
the greatest financial asset of the Fatherland.’

"There is truth in this statement. The research habit, long
cultivated in German universities, had nourished a body of men
trained to research, men who had acquired the research habit
and the spirit of investigation. When, therefore, the problems
of industrial development began to appeal strongly to the
national spirit, the country had a trained body of men to call
upon who threw themselves heartily and enthusiastically into
these practical industrial problems."

A correspondent of the London _Times_, writing in May,
1909, draws attention to an influence on international trade
exerted by the German technical schools which is generally
overlooked: "In the German technical high schools," he writes,
"an appreciable proportion of the students are foreigners from
various countries in Europe. Among these foreign students the
Russians and Poles hold the first place in Germany as regards
numbers, there being about 2,000. There are also an
appreciable number of Scandinavians and Dutchmen, with a few
Belgians, Spaniards, Italians, South Americans, and Slavs from
Austria and the Balkan States. There are very few Englishmen,
Frenchmen, or Americans. … At present quite a large proportion
of the engineers and manufacturers in the neutral countries on
the Continent have been educated in Germany or Switzerland,
and as a result there is a great bias in favour of German
machinery and productions. … As the outcome of this feeling it
is a difficult matter for British manufacturers of machinery
to obtain a hearing when tenders are being considered on the
Continent, as the prejudice in favour of German or Swiss
machinery is strong."

EDUCATION: Germany: A. D. 1898-1904.
Rise of Commercial Universities.

A report on Commercial Instruction in Germany by Dr. Frederic
Rose, British Consul at Stuttgart, presented to Parliament in
September, 1904 (Cd. 2237), gives the following account of the
rise of the Commercial Universities which have been developed
in Germany since 1898, carrying the process of training young
men for business life to a higher point than had been aimed at
in the older commercial schools:

"The commercial universities for higher commercial instruction
(Handelshochschulen) have been founded within the last six
years [1898-1904] and mark a further step in the development
of commercial instruction in Germany. Their aim is to afford
persons engaged in business and industry on a large scale
(Grosskaufleute and Grossindustrielle), masters at commercial
schools, administration officials, bank officials, Consular
officials, secretaries to Chambers of Commerce, and so forth,
a deeper and broader measure of instruction in commercial and
national economical matters than that provided by the various
commercial schools. The special province of the commercial
universities lies less in the mere acquisition of
commercial-technical knowledge and attainments for immediate
practical detailed application, than in the attempt to provide
a general mental schooling for the higher branches of the
commercial profession.
{206}
They are intended to awaken and develop the mental faculties
of a merchant, to enable him to grasp the inner working and
meaning of national and international economy, and to
understand and judge its causes and results, its temporary and
permanent phenomena; as far as commercial officials are
concerned they are intended to impart general knowledge and
understanding of the economic conditions of commerce and
industry with their manifold aims and requirements.

"This measure of university education (Akademische Bildung) is
also intended to raise the social position of the mercantile
profession, and to increase its political importance and
influence in public life. Generally speaking the instruction
is arranged to include the following subjects:—Political
economy, commercial history and geography, commercial law in
all its aspects, the organisation and management of commercial
undertakings and their technical details, industrial law,
financial science, bank, exchange, monetary, and credit
operations, State and administrative law, and so forth."

At the writing of Dr. Rose’s report there were four of these
commercial universities. The oldest, at Leipsic and Aix, were
founded in 1898, the former in connection with the Leipsic
University, the latter connected with the Aix Technical
University. The other two, at Frankfort-on-the-Main and at
Cologne, were opened in 1901. The Frankfort University, which
bears also the name of "Academy of Social and Commercial
Science," and the Cologne University, are both independently
organized. "The initiative for the foundation of the
commercial universities," says Dr. Rose, "has been taken by
Chambers of Commerce and municipalities, and not by the
governments of the German States. The latter, however, are now
becoming aware of the importance of the movement. For the
present their action is limited to the supervision exercised
by the Ministers of Education and Industry and Commerce. …

"The foundation of the commercial universities has brought
forward many opponents, who not only deny their utility but
consider them actually harmful, because the persons they
instruct become too old before they engage in practical
business work. … The extreme opponents go further and deny
that a commercial university is able to train practical
business men, and assert that this can only be done by close
and continual contact with actual business life, and that the
acquisition of too much theoretical knowledge injures the
practical faculties. …

"The whole opposition to the commercial universities seems to
be based upon a narrow-minded and vague idea of the part they
are destined to play in the future. … Unless industrial and
commercial life in the future is to degenerate wholly into one
fierce and relentless struggle for one-sided aggrandisement,
to the detriment of other members of the social body, ample
opportunities for the thorough comprehension of the social and
economic conditions of the present day must be provided."

EDUCATION: Germany: A. D. 1906.
The Language Question In the Polish Provinces.
"Strike" of school children.

See (in this Volume)
GERMANY: A. D. 1906-1907.

EDUCATION: INDIA:
A recent report of its schools and colleges.

See (in this Volume)
INDIA: A. D. 1907-1909.

EDUCATION: INDIA: A. D. 1908.
American Mission Schools.

"Increasing interest is now being concentrated on Burma and
India, where an illiterate population seems to need far more
education than has yet been provided by Great Britain. In
Burma the Baptists play the leading role, educating no less
than twenty-four thousand pupils. In India, however, the
Methodists lead, with a record of over thirty-seven thousand
pupils. They have two colleges at Lucknow. The Baptists have a
college at Ongole, and have about fifteen thousand pupils in
their schools. The Congregationalists have a college at
Madura, and have also about fifteen thousand pupils in India,
added to their total of ten thousand in Ceylon. The
Presbyterians have a college at Lahore and one at Allahabad,
and are educating about ten thousand pupils in the Empire."

_American Schools Abroad
(The Outlook, May 2, 1908)._

EDUCATION: International Interchanges:
Of Professors.
Of Students.
Of Teachers’ visits.

A fund provided by Mr. James Hazen Hyde, of New York, enabled
Harvard University, in 1904, to accept an invitation from the
Sorbonne, at Paris, to send one of its professors to give a
course of lectures at that ancient institution of learning, on
subjects relating to the United States. Professor Barrett
Wendell was chosen for the pleasant mission, and has been
followed by others in succeeding years, who have given courses
in various French universities, while the compliment has been
returned, in lecturing visits from a number of the most
distinguished men of letters and learning in France.

This opened what seems to have become an established and
widening system of lecturing interchanges between American and
European Universities, tending greatly to promote better
acquaintance between nations and better understanding of each
other. At about the time, or soon after, the mission of
Professor Wendell to Paris, arrangements were made for a
similar interchange between Harvard and the University of
Berlin. In a communication to _The Outlook_ of February
18, 1905, Professor Kuno Francke, Curator of the Germanic
Museum at Harvard University, gave an account of the
circumstances which led to this latter. In March, 1901, as he
relates, there were conferences in Berlin with Dr. Althoff,
Commissioner-General of the Prussian Universities, and with
other Prussian officials of eminence, having for their object
the promotion of the Germanic Museum. "The upshot of these
conferences," said the Professor, "was the draft of a
provisional agreement between the Prussian Government and
Harvard University, according to which for a period of five
successive years an exchange of professors between Harvard and
Berlin University was to be instituted, in such a manner that
every year one member of each of the two institutions would
enter for at least three months the regular teaching staff of
the other institution, it being understood that in each case
the visiting member represent subjects or methods distinctly
peculiar to his country.
{207}
This scheme, which met with the hearty support of President
Eliot, was discussed and approved a year later by the Harvard
Faculty, and reached its consummation a few months ago, [1904]
when, through the intercession of Professor Harnack, an
official proposition embodying it was made by the Prussian
Government to the Harvard Corporation, and adopted by the
same. It is most fortunate that the German Emperor, with his
quick grasp of international relations and his deep sympathy
for the American people, has now given to this whole subject a
much wider scope by proposing to extend the exchange of
professors to other universities in America and Germany; for
it seems as though such a measure could not fail to open the
way toward a veritable fraternization of the moral,
intellectual, and industrial leaders of both nations."

In the latter part of 1905, a Theodore Roosevelt Professorship
of American History and Institutions, in the University of
Berlin, was endowed with the sum of $50,000 by Mr. James
Speyer, of New York, the endowment being placed in the hands
of the trustees of Columbia University. The plan of this
professorship had been arranged with the German Emperor by
President Butler, of Columbia, at an interview in the previous
summer. Nominations to it would be made by the trustees of
Columbia University, subject to confirmation by the Prussian
Ministry of Education and to the Emperor’s sanction; each
incumbent to hold the office for one year, and the incumbents
to be so chosen that in successive years the field of American
history, constitutional and administrative law, economic and
sociological problems and movements, education, contributions
to science, technology, the arts and literature, be presented
with some fullness; the professorship to be filled by members
of any American institution of learning, or by scholars not
connected with academic institutions. The scheme involved also
the establishment at Columbia University of a similar
professorship of German history and institutions, the lectures
in New York to be delivered in English. The first incumbent of
the new professorship in Berlin was Dr. Burgess, Professor of
Political Science in Columbia University, who began his work
in Berlin in the winter of 1906-1907, and took as his subject
American constitutional history.

A movement looking to the establishment of similar
interchanges between American and Scandinavian Universities
was inaugurated in 1908 by the "Scandinavian American
Solidarity," a society organized in the United States that
year, with Dr. Nicholas Murray Butler, of Columbia University,
for its President, and Professor Carl Lorentzen, of New York
University, for its Secretary. The Danes resident in New York
City and Chicago arranged that President Butler of Columbia
and President MacCracken of New York University should each
give lectures at the University of Copenhagen that year, and
raised the necessary funds. The lectures were given at
Christiania, as well as at Copenhagen, and appear to have
aroused a widespread interest. Norwegian and Swedish
Universities and the University of Helsingfors, in Finland,
have signified a wish to participate in the interchange, and
it is more than likely to become permanently arranged.

An educational interchange of a different character, but
equally important, was instituted in 1906 by Mr. Alfred
Mosely, an English gentleman of great wealth, who invited five
hundred English, Scotch, and Irish teachers to visit and
inspect American schools at his expense. Between November,
1906 and March, 1907, they came in parties of twenty-five,
some remaining one month in the country, some two, and some
even more, visiting many parts of it and all descriptions of
its schools. They were selected by an advisory committee in
London, which aimed to have them fully representative of the
men and women who are engaged in the work of the British and
Irish schools.

A return visit of some hundreds of American teachers to Great
Britain and Ireland, in similar parties, under the auspices of
the National Civic Federation, was made in the fall of 1908.
The schools of both countries gained, beyond question, from
what each had to offer of suggestion to the other.

The organization of a "new educational movement to provide for
the interchange of University students among the
English-speaking peoples" was announced in England in June,
1909. "The object," it was stated, "is to provide
opportunities for as many as possible of the educated youth of
the United Kingdom, Canada, and the United States (who, it is
reasonable to suppose, will become leaders in thought, action,
civic and national government in the future), to obtain some
real insight into the life, customs, and progress of other
nations at a time when their own opinions are forming, with a
_minimum_ of inconvenience to their academic work and the
least possible expense."

A great number of the most distinguished men of the time in
British public and professional life were listed among the
officers and committee-members of the organization, with Lord
Strathcona as President for the United Kingdom. As set forth
in the prospectus of the society, "the additional objects of
the movement are to increase the value and efficiency of, as
well as to extend, present University training by the
provision of certain Travelling Scholarships for practical
observation in other countries under suitable guidance. These
scholarships will enable those students to benefit who might
otherwise be unable to do so through financial restrictions.
It also enables the administration to exercise greater power
of direction in the form the travel is to take. In addition to
academic qualifications, the selected candidate should be what
is popularly known as an ‘all round’ man; the selection to be
along the lines of the Rhodes Scholarships. …

"To afford technical and industrial students facilities to
examine into questions of particular interest to them in
manufactures, &c., by observation in other countries and by
providing them with introductions to leaders in industrial
activity.

"To promote interest in travel as an educational factor among
the authorities of Universities, with a view to the
possibility of some kind of such training being included in
the regular curricula.

"To promote interest in other Universities, their aims and
student life, the compulsory physical training, and methods of
working their ways through college, for example, being
valuable points for investigation.

"To promote international interchange for academic work among
English-speaking Universities. …

{208}

"It is proposed to establish two students’ travelling bureaux,
one in New York and one in London; an American secretary
(resident in New York) and a British secretary (resident in
London), both of whom shall be college men appointed to afford
every facility to any graduate or undergraduate of any
University who wishes to visit the United States, Canada, or
the United Kingdom for the purpose of obtaining an insight
into the student, national, and industrial life of those
countries."

Further announcements of the plans of the organization were
made in November, including the following:

"It should be pointed out that, although the scholarships
proper will be reserved for undergraduates of the Universities
who are already midway through their course, the provision of
scholarships by no means defines the scope of the movement.
The bureau will afford facilities to all _bona fide_
students—whether dons, scholars, or commoners—who wish to gain
a practical insight into the work and life of other portions
of the world.

"The travelling students will have the advantage of reduced
rates of travel; of the special information which the bureau
will be able to afford; and of the privilege of being brought
as far as possible into contact with the actualities of those
countries to which they go, whether persons, places, or
institutions. …

"The method of election to the scholarships, which it is
purposed shall number not less than 28 for each year of the
experimental triennium—14 in the United Kingdom, ten in the
United States, and four in Canada—will be along the lines of
the Rhodes scholarships. The candidate, it is stated, shall,
as far as possible, be what is popularly known as an all-round
man, who plays a part in his college life and whose character
makes him popular."

EDUCATION: Ireland: A. D. 1909.
Organization of the two new Irish Universities.

On the 1st day of October, 1909, the two Universities created
by the Irish Universities Act of 1908 came into existence.
"That day also was fixed for the dissolution of the Royal
University of Ireland, the duties of which are now to be
distributed between the new National University in Dublin and
Queen’s University, Belfast. Circumstances, however, have
given the Royal University a short reprieve. It cannot be
dissolved until the autumn degrees of the present year have
been conferred. These degrees will be given as the result of
examinations which are now in progress, and it is probable
that the University’s last public function will be a conferring
of degrees on the last Friday in October. It will cease to
exist in the first or second week of November. …

"The National University itself consists of a Senate and
officers with large powers but with no local habitation. The
University has its concrete embodiment in the new University
Colleges, formerly Queen’s Colleges, at Cork and Galway.
University College, Dublin, is so far only concrete in the
sense that its governing body has been called into existence.
At the present time it has no teaching and no college
buildings. The former of these wants will be supplied almost
immediately. The University Commissioners will meet early next
month to appoint a teaching staff, and the college will be
available for students at the beginning of November. As
regards staffs, the Dublin College is differently situated
from those at Cork and Galway. For the latter colleges
teaching staffs exist ready made in the staffs of the old
Queen’s Colleges, which are to be taken over in accordance
with the provisions of the Act. …

"Nothing has yet been done in connexion with the buildings of
the new college in Dublin, though various sites have been
suggested, including that of the Royal Hospital at Kilmainham.
… The cases of Queen’s University, Belfast, and of the
University Colleges at Cork and Galway present no
difficulties. These institutions will have teaching staffs
within a couple of weeks, and all their buildings and
classrooms are in going order.

"The agitation of the Gaelic League in favour of the
compulsory teaching of Irish in the National University is
vigorously maintained. It is most improbable that the Senate
will yield to this agitation; and the result of their firmness
will be, if the league fulfils its threats, a rather serious
boycott of the University."

_Dublin Correspondent London Times,
September 30, 1909._

An Associated Press despatch from Dublin, October 24,
announced that "among the appointments to the new National
University of Ireland are Dr. Douglas Hyde, president of the
Gaelic League, as professor of modern Gaelic. Dr. Henebry,
formerly of Washington, D. C., has been appointed to the
professorship of the Irish language in the University College,
Cork."

EDUCATION: KOREA:
American Mission Schools.

"In Korea the Presbyterians have the strongest representation
of any religious denomination, with over three hundred
schools; and, what is still more striking, practically every
one of these schools is self-supporting. The Methodists follow
with over a hundred schools and over forty-two hundred
pupils."

_The Outlook,
May 2, 1908._

EDUCATION: NETHERLANDS: A. D. 1905.
New Education Law, an issue in the elections.

See (in this Volume)
NETHERLANDS: A. D. 1905-1909.

EDUCATION: PORTO RICO: A. D. 1906.
Schools as seen by President Roosevelt.

See (in this Volume)
PORTO RICO: A. D. 1906.

EDUCATION: PRUSSIA: A. D. 1904.
Denominational Education restored.

A resolution adopted by the Prussian Chamber of Deputies, in
May, 1904, restored the denominational school system which the
"May Laws" of the Kulturkampf, in 1873 and after had
abolished.

See (in Volume II. of this work)
GERMANY: A. D. 1873-1887.

Under those laws the schools were common to children of all
religious beliefs; under the new system they became either
Protestant or Roman Catholic according to the faith of the
majority of their pupils.

EDUCATION: RHODES SCHOLARSHIPS:
The Will of Cecil John Rhodes, providing Scholarships at
Oxford for students from the British Colonies and the
United States.

The late Cecil John Rhodes, who played an eminent part in the
development of South Africa and in the extension of the
British dominion in that portion of the world, died on the
26th of March, 1902, leaving a will which contained the
following directions for the use to be made of one large part
of the great fortune he had acquired:

See (in this Volume)
SOUTH AFRICA: A. D. 1902-1904)

"Whereas I consider that the education of young colonists at
one of the universities in the United Kingdom is of great
advantage to them for giving breadth to their views, for their
instruction in life and manners, and for instilling into their
minds the advantage to the colonies as well as to the United
Kingdom of the retention of the unity of the Empire; and

{209}

"Whereas in the ease of young colonists studying at a
university in the United Kingdom I attach very great
importance to the university having a residential system, such
as is in force at the universities of Oxford and Cambridge;
for without it those students are at the most critical period
of their lives left without any supervision; and

"Whereas there are at the present time fifty or more students
from South Africa studying at the University of Edinburgh,
many of whom are attracted there by its excellent medical
school, and I should like to establish some of the
scholarships hereinafter mentioned in that university but
owing to its not having such a residential system as aforesaid
I feel obliged to refrain from doing so; and

"Whereas my own university, the University of Oxford, has such
a system, and I suggest that it should try and extend its
scope so as if possible to make its medical school at least as
good as that at the University of Edinburgh; and

"Whereas I also desire to encourage and foster an appreciation
of the advantages which I implicitly believe will result from
the union of the English-speaking people throughout the world
and to encourage in the students from the United States of
North America who will benefit from the American scholarships
to be established for the reason above given at the University
of Oxford under this my will an attachment to the country from
which they have sprung, but without, I hope, withdrawing them
or their sympathies from the land of their adoption or birth.

"Now, therefore, I direct my trustees as soon as may be after
my death and either simultaneously or gradually as they shall
find convenient, and if gradually, then in such order as they
shall think fit, to establish for male students the
scholarships hereinafter directed to be established, each of
which shall be of the yearly value of £300 and be tenable at
any college in the University of Oxford for three consecutive
academical years.

"I direct my trustees to establish certain scholarships and
these scholarships I sometimes hereinafter refer to as ‘the
colonial scholarships.’

"The appropriation of the colonial scholarships and the
numbers to be annually filled up shall be in accordance with
the following table;

[Transcribers note: "Do." probably means "ditto".
https://www.acronymfinder.com/DO.html]

Total To be tenable by students of or from Number of number scholarships to appropriated. be filled up in each year.

9 Rhodesia 3 and no more

3 The South African College School in
the colony of the Cape of Good Hope 1 and no more

3 The Stellenbosch College School, Do.
in the same colony

3 The Diocesan College School of Do.
Rondebosch, in the same colony

3 St. Andrews College School, Do.
Grahamstown

3 The colony of Natal, Do.
in the same colony

3 The colony of New South Wales Do.

3 The colony of Victoria Do.

3 The colony of South Australia Do.

3 The colony of Queensland Do.

3 The colony of Western Australia Do.

3 The colony of Tasmania Do.

3 The colony of New Zealand Do.

3 The Province of Ontario, Do.
in the Dominion of Canada

3 The Province of Quebec, Do.
in the Dominion of Canada

3 The colony or island of Do.
Newfoundland and its dependencies

3 The colony or islands of the Bermudas Do.

3 The colony or island of Jamaica Do.

"I further direct my trustees to establish additional
scholarships sufficient in number for the appropriation in the
next following clause hereof directed, and those scholarships
I sometimes hereinafter refer to as ‘the American
scholarships.’

"I appropriate two of the American scholarships to each of the
present States and Territories of the United States of North
America, provided that if any of the said Territories shall in
my lifetime be admitted as a State the scholarships
appropriated to such Territory shall be appropriated to such
State, and that my trustees may in their uncontrolled
discretion withhold for such time as they shall think fit the
appropriation of scholarships to any Territory.

"I direct that of the two scholarships appropriated to a State
or Territory not more than one shall be filled up in any year,
so that at no time shall more than two scholarships be held
for the same State or Territory.

"The scholarships shall be paid only out of income, and in
event at any time of income being insufficient for payment in
full of all the scholarships for the time being payable I
direct that (without prejudice to the vested interests of
holders for the time being of scholarships) the following
order of priority shall regulate the payment of the
scholarships:

"(I) First, the scholarships of students of or from Rhodesia
shall be paid;

"(II) Secondly, the scholarships of students from the said
South African Stellenbosch Rondebosch and St. Andrews schools
shall be paid;

"(III) Thirdly, the remainder of the colonial scholarships
shall be paid, and if there shall not be sufficient income for
the purpose such scholarships shall abate proportionately; and

"(IV) Fourthly, the American scholarships shall be paid, and
if there shall not be sufficient income for the purpose such
scholarships shall abate proportionately.

{210}

"My desire being that the students who shall be elected to the
scholarships shall not be merely bookworms, I direct that in
the election of a student to a scholarship regard shall be had
to

(I) his literary and scholastic attainments;

(II) his fondness of and success in manly outdoor sports, such
as cricket, football, and the like;

(III) his qualities of manhood, truth, courage, devotion to
duty, sympathy for the protection of the weak, kindliness,
unselfishness, and fellowship, and

(IV) his exhibition during school days of moral force of
character and of instincts to lead and to take an interest in
his schoolmates, for those latter attributes will be likely in
after life to guide him to esteem the performance of public
duties as his highest aim. As mere suggestions for the
guidance of those who will have the choice of students for the
scholarships, I record that

(I) my ideal qualified student would combine these four
qualifications in the proportions of three-tenths for the
first, two-tenths for the second, three-tenths for the third,
and two-tenths for the fourth qualification, so that ac-
cording to my ideas if the maximum number of marks for any
scholarship were 200 they would be apportioned as follows:
Sixty to each of the first and third qualifications, and 40 to
each of the second and fourth qualifications.

(II) The marks for the several qualifications would be awarded
independently, as follows (that is to say): The marks for the
first qualification by examination, for the second and third
qualifications, respectively, by ballot by the fellow-students
of the candidates, and for the fourth qualification by the
head master of the candidate’s school, and

(III) the results of the awards (that is to say the marks
obtained by each candidate for each qualification) would be
sent as soon as possible for consideration to the trustees or
to some person or persons appointed to receive the same, and
the person or persons so appointed would ascertain by
averaging the marks in blocks of 20 marks each of all
candidates the best ideal qualified students.

"No student shall be qualified or disqualified for election to
a scholarship on account of his race or religious opinions.

"Except in the cases of the four schools hereinbefore
mentioned, the election to scholarships shall be by the
trustees after such (if any) consultation as they shall think
fit with the minister having the control of education in such
colony, province, State, or Territory.

" A qualified student who has been elected as aforesaid shall
within six calendar months after his election, or as soon
thereafter as he can be admitted into residence or within such
extended time as my trustees shall allow, commence residence
as an undergraduate at some college in the University of
Oxford.

"The scholarships shall be payable to him from the time when
he shall commence such residence.

"28. I desire that the scholars holding the scholarships shall
be distributed among the colleges of the University of Oxford
and not resort in undue numbers to one or more colleges only.

"29. Notwithstanding anything hereinbefore contained, my
trustees may in their uncontrolled discretion suspend for such
time as they shall think fit or remove any scholar from his
scholarship.

"30. My trustees may from time to time make, vary, and repeal
regulations either general or affecting specified scholarship
only with regard to all or any of the following matters, that
is to say:

"(I) The election, whether after examination or otherwise, of
qualified students to the scholarships, or any of them, and
the method, whether by examination or otherwise, in which
their qualifications are to be ascertained;

"(II) The tenure of the scholarships by scholars;

"(III) The suspension and removal of scholars from their
scholarships;

"(IV) The method and times of payment of the scholarships;

"(V) The method of giving effect to my wish expressed in
clause 28 hereof; and

"(VI) Any and every other matter with regard to the
scholarships, or any of them, with regard to which they shall
consider regulations necessary or desirable.

"31. My trustees may from time to time authorize regulations
with regard to the election, whether after examination or
otherwise, of qualified students for scholarships and to the
method, whether by examination or otherwise, in which their
qualifications are to be ascertained to be made:

"(I) By a school in respect of the scholarships tenable by its
students; and

"(II) By the minister aforesaid of a colony, province, State,
or Territory in respect of the scholarships tenable by
students from such colony, province, State or Territory.

"32. Regulations made under the last preceding clause hereof,
if and when approved of, and not before, by my trustees, shall
be equivalent in all respects to regulations made by my
trustees.

"No regulations made under clause 30 or made and approved of
under clauses 31 and 32 hereof shall be inconsistent with any
of the provisions herein contained.

"In order that the scholars past and present may have
opportunities of meeting and discussing their experiences and
prospects, I desire that my trustees shall annually give a
dinner to the past and present scholars able and willing to
attend, at which I hope my trustees, or some of them, will be
able to be present, and to which they will, I hope, from time
to time invite as guests persons who have shown sympathy with
the views expressed by me in this, my will."

The trustees are the
Earl of Rosebery,
Earl Grey,
Lord Milner,
Mr. Alfred Beit,
Dr. Leander Starr Jameson,
Mr. Lewis Loyd Mitchell, and
Mr. Bourchier Francis Hawksley.

EDUCATION: RUSSIA: A. D. 1909.
Great Educational Projects before the Duma.
Primary school-houses by the hundred thousand,
and Compulsory Education.
Increased opening to Jews.

A telegram from St. Petersburg, February 16, 1909, announced
that the Ministry of Education had introduced that day a bill
before the Duma providing for a building fund for the erection
of 148,179 new primary schools throughout the empire within
ten years. These schools are to be built and maintained by the
provincial authorities on government subsidy. The same
despatch reported that a statute providing for general
compulsory education would soon be discussed in the Duma.

{211}

On the 5th of October it was announced that the Tsar had
sanctioned a resolution of the Council of Ministers permitting
the admission of an increased percentage of Jews into the
secondary schools of the Crown. In the capitals 5 per cent. of
the total number of scholars may be Jews, in other parts of
the Empire 10 per cent., and in the special Jewish settlements
15 percent.

EDUCATION: SCOTLAND: A. D. 1901.
Mr. Carnegie’s great gift to the Universities and
their students.

The first of Mr. Andrew Carnegie’s great gifts to other
institutions of education than the public libraries, which he
has assisted in such numbers, was conferred on the
universities of Scotland, his native country, in 1901. It was
a gift of $10,000,000 (£2,000,000), placed in the hands of
trustees for two purposes, namely, to improve and expand the
teaching power of the universities, on one hand, and to put
their teaching, on the other hand, more within the reach of
all the young in Scotland who craved it. It was said to have
been the original wish of Mr. Carnegie to make the tuition of
the universities free; but he found that it would be wiser to
strengthen them for their work, leave it subject to proper
fees, and provide for an allowance of pecuniary assistance to
students, in the discretion of the trustees. The application
of the gift was so arranged, one-half of the net annual income
from the great fund being appropriated to buildings,
equipments, endowments of professorships and lectureships, and
the like uses for the betterment of the university work.

There were fears at first that the effect of so much easing of
the attainment of a university education might be injurious to
the spirit and character of the students who accepted the
helping hand; but seven years of experience, under the working
of the gift, do not seem to have justified the fear. In those
seven years over 8000 of the Scottish young people had the
benefit of Mr. Carnegie’s help to a college training, and the
trustees of the Fund, in their annual report of 1909,
pronounced the result good. "In the opinion of such men as
Lord Rosebery, Lord Elgin, Lord Balfour of Burleigh, Mr.
Balfour, and Mr. Haldane, who are all helping to administer
Mr. Carnegie’s charity," says a London correspondent of the
New York _Evening Post_, "Scotland has much to thank him
for."

EDUCATION: TURKEY AND THE NEAR EAST:
American Mission Schools.

"At present [1909] there are about twenty-five thousand native
students in American schools in this country. America can
boast to-day that she has, in Turkey, nine colleges, five
theological seminaries, fifty-seven boarding and high schools,
and 348 public schools. And, if we accumulate the work of
seventy-five years, it is a simple matter to understand how
many thousands have been educated in American ways and with
the American spirit.

"Missionaries came to this country to spread Protestant
Christianity among the Moslems. They failed in that. The
Mohammedan government was against them. They tried to make
Christian Greeks, Christian Armenians, Protestants. This did
not result in a marked success, but their schools, which they
opened as a medium of spreading religion, were eagerly sought
by young men and young girls of every race. Armenians form the
majority in this country of those who have received an
American education. Bulgarians and Greeks come next.

"Many I have met who have been thoroughly educated in
missionary institutions. Generally they are not Protestants,
neither much religiously inclined. But they are moral,
independent, and broad-minded.

"The Turkish mission, as it is written about in America, is
not, in fact, areal Turkish mission; not a Moslem has been
Christianized; not a single Turk is a member of mission
communities; yet native Christians have been widely helped by
the opportunity offered for education and the growth of a
spirit of civilization and humanity.

"Year after year young men graduated from American
institutions in Turkey to go forward among their compatriots
as teachers, journalists, and public officers. The building up
of brave little Bulgaria is the work of graduates of Robert
College of Constantinople. Stambouloff, who made Bulgaria what
it is to-day, was an alumnus of the same institution. Among
the Armenian revolutionary leaders, who worked hand-in-hand
with the Young Turks to bring about a political change in
Turkey, boys of Robert College and young men educated in
American universities are prominent. I know young girls,
graduates of the American College at Scutari, who took active
part in revolutionary work during the despotic days of the old
regime; and even joined in the conspiracy which led to the
throwing of a bomb at the Sultan during the Selamlik ceremony
a few years ago. … There are a number of Turkish girls to-day
at the college in Scutari, and it is a pleasure to any one to
see Turkish women discussing in fluent English politics,
economics, and history."

_Special Correspondence of the New York Evening Post,
Constantinople, March 20, 1909._

At Beirut is the Syrian Protestant College, under Presbyterian
control, one of the most enlightened institutions abroad.
Euphrates College at Harput in Asia Minor, with a thousand
students, is a Congregational institution. At Tarsus, the
Apostle Paul’s home, is, appropriately enough, St. Paul’s
Institute. Throughout Turkey the Congregationalists have over
four hundred schools, with over twenty-one thousand pupils. In
Syria the Presbyterians maintain about a hundred schools. The
Presbyterians (North) have no work in Egypt, but the United
Presbyterians are educating there no less than fifteen
thousand pupils, a total the more surprising when we recall
that the Government schools in Egypt have only eighteen
thousand pupils. More than four thousand have received
instruction at Assiut College, the center of the United
Presbyterian work. … As in Persia, the Presbyterians are the
strongest denominational force. Besides Urumia College, they
have about a hundred and twenty-five schools throughout the
country."

_American Schools Abroad
(The Outlook, May 2, 1908)_.

EDUCATION: THE INFLUENCE OF ROBERT COLLEGE.

"Two years ago one of the subjects given out for a thesis in
the Russian Theological Seminary at Kiev was, ‘The Influence
of Robert College in the Development of Bulgaria.’ Russia has
found the influence of that College there a factor which she
has had to take into serious account; indeed, it has been said
by Russian as well as by high Turkish officials that Robert
College really created Bulgaria. Its influence has also been
abundantly recognized throughout Europe and America. In
Bulgaria itself the first National Assembly, which met to
adopt a constitution and to choose a Prince, passed a
resolution expressing the gratitude of the new-born nation to
the College. Prince Alexander conferred a high decoration on
the President of the College to express his personal
appreciation, and last summer Prince Ferdinand did the same.
{212}
Robert College has not only been the backbone of Bulgaria; it
has been the greatest civilizing power in the Turkish Empire.
Sir William White, who knew that Empire better than has any
recent British ambassador, once remarked that the College had
accomplished more for the good of the Turks than had all the
representatives of the British Government; and Professor
Ramsey, of St. Andrews, who has spent many years in exploring
Asia Minor, says:

"‘I have come in contact with men educated in Robert College
in widely separate parts of the country, men of diverse
nationalities and different forms of religion—Greek, Armenian,
and Protestant—and have everywhere been struck with the
marvelous way in which a certain uniform type, direct, simple,
honest, and lofty in tone, has been impressed upon them. Some
had more of it, some less. But all had it to a certain degree,
and it is diametrically opposite to the type produced by
growth under the ordinary conditions of Turkish life.’

"The College is not organized for the purpose of missionary
propaganda. It is not denominational. It is Christian in the
broad sense in which Princeton, Yale and Harvard are Christian
Colleges. In its faculty it has a Mohammedan Professor of
Turkish language and literature, and an orthodox Greek
Professor of Greek language and literature. … It draws
students not only from Turkey, but also from Greece, Bulgaria,
Rumania and Russia, and has already educated nearly twenty-six
hundred. If the demands upon the College continue to increase
in the future as in the past, its endowment will have to be
doubled. Occupying one of the most beautiful sites on the
Bosphorus, the College has at present five buildings, besides
six houses for professors, a teaching staff of twelve
professors and twenty-five other instructors."

_The Outlook, January 21, 1905._

Robert College was founded at Constantinople in 1863 by James
H. and William B. Dwight, sons of an American missionary to
Turkey, the Reverend Harrison G. O. Dwight. It was named after
Christopher R. Robert, of New York, its main supporter, whose
gifts to it first and last amounted to $450,000. Its first
President was the Reverend Dr. Cyrus Hamlin, who presided over
it until 1877, when he resigned, and was succeeded by the
Reverend Dr. George Washburn.

In November, 1909, it received a bequest of $1,500,000, from
the late John Stewart Kennedy, of New York, and its work will
be greatly expanded.

EDUCATION: TURKEY: A. D. 1909.
Constitutional Amendment.

See (in this Volume)
TURKEY: A. D. 1909 (MAY-DECEMBER).

EDUCATION: UNITED STATES:
The Trade Unions as a factor in the Assimilation and
Education of the foreign-born.

See (in this Volume)
LABOR ORGANIZATION: UNITED STATES.

EDUCATION: A. D. 1898-1909.
The Annual Conferences for Education in the South.

Since 1898 a series of annual Conferences for Education in the
South, inspired, organized, and sustained especially by the
joint efforts of J. L. M. Curry and Robert C. Ogden, have been
held in various Southern cities, with notable effect. At the
twelfth of these conferences, in April, 1909, at Atlanta, Mr.
Ogden, presiding, said in his address:

"This conference holds its place as a part of an educational
renaissance. Its work can perhaps be definitely defined only
at a single point. It exists primarily to impress upon the
mind of the citizen, the people, the responsibility of the
individual for educational conditions, to support the claim
that every child in America, native or foreign born, is
entitled to a good English education, that it is the duty of
the State as representing the people to provide such
education, that in the words of the man that recruited me and
pledged my service, such as it is, to this work, J. L. M.
Curry, president of this conference in its second year,
‘Ignorance Cures Nothing.’ …

"Aside from the first mentioned special influence this
conference makes no direct claim save that it has by various
agencies assisted in the promotion and development of many
progressive educational ideas, and through the Southern
Educational Board, to which it is both mother and child, has
supplied methods and incidental support that have caused many
latent forces to germinate, flourish, and bring forth abundant
fruit that otherwise never could have existed. We simply have
planted seed that eventually produced large harvests.

"I am told, and I think the statement is accurate, that during
the last seven years the public appropriations for education
in the States under the influence of the Southern Education
Board have increased $16,000,000 per annum. These figures are
difficult of verification, but probably are greater than I
have stated. We have had something to do with this result, how
much may not be a subject for definite calculation. …

"The twelve years that measure the life of the conference for
education in the South have been years of great originality in
the development of American education."

EDUCATION: A. D. 1901.
The Washington Memorial Institution.

"In almost every Government department and bureau at
Washington, prolonged scientific investigations are
continually carried on, in order that governmental action
itself may be more intelligent and more efficient, and the
general welfare of the people promoted. … While the Congress
carries on this work for governmental purposes only, it
indicated as long ago as 1892, in a joint resolution approved
April 12 of that year, that the Government’s large collections
illustrative of the various arts and sciences, and its
facilities for scientific and literary research, were to be
held accessible to the investigators and students of any
institution of higher education then existing or thereafter
established in the District of Columbia. By an almost
unnoticed but most important provision incorporated in the
general deficiency bill passed at the second session of the
Fifty-sixth Congress, and approved March 3, 1901, the
privileges given by the joint resolution of April 12, 1892, to
investigators and students of institutions in the District of
Columbia were extended to ‘scientific investigators and to
duly qualified individuals, students, and graduates of
institutions of learning in the several States and
Territories, as well as in the District of Columbia, under
such rules and restrictions as the heads of the departments
and bureaus mentioned may prescribe.

… The new opportunities created a new need, and that need is
to be met by the Washington Memorial Institution, incorporated
on May 17, 1901, and formally organized on June 3.

{213}

"The Washington Memorial Institution is the direct outcome of
the activities of the Washington Academy of Sciences and of
the George Washington Memorial Association, the latter body
being an organization of women ‘to aid in securing in the city
of Washington, D. C., the increase of opportunities for higher
education, as recommended by George Washington, the first
President of the United States, in his various messages to
Congress.’ … The plan has been worked out in consultation with
representatives of the universities and other scientific
bodies, and with their hearty cooperation and approval. It has
the merits of simplicity and of not duplicating any existing
form of educational effort." The Institution "will ascertain,
year by year, just what the opportunities for students are at
Washington, and will publish them to the world; it will
receive and enroll students who offer themselves, and direct
them to the places which await them; it will record their work
and its results, and, when requested, will certify these to
any institution of learning. It will keep in touch with the
universities, scientific schools, and colleges on the one
hand, and with the departments and bureaus of the Government
on the other. In this way it will, it may be hoped, promote
the interests and the ideals of both."

_Nicholas Murray Butler,
The Washington Memorial Institution
(American Review of Reviews, July, 1901)._

EDUCATION: A. D. 1901-1909.
Changes at the Universities.

In October, 1901, on accepting a nomination to the mayoralty
of New York City, President Seth Low, of Columbia University,
resigned from that post, and Professor Nicholas Murray Butler
became acting President until the following January, when he
was elected to the Presidency by the unanimous vote of the
trustees.

For the first time in its history, the University of
Virginia—Jefferson’s creation—received a President in April,
1905, when Dr. Edwin Anderson Alderman was inducted in office
as its administrative head. The significance of the occurrence
was expressed at the time by Professor William P. Trent, when
he said: "The University of Virginia, so long, under its
chairmen of the faculty, faithful to its founder’s prejudices
against the concentration of executive power in the hands of
an individual, has been forced by pressure from within and
from without to align itself with its sister universities in
this essential feature of educational government, and in this
fact many will see another step in the slow but certain
nationalizing of the South, as well as an indication that in
the future the University of Virginia will be widely known as
a national institution of high standing."

In the summer of 1902, President Francis L. Patton, who had
been the successor of President McCosh at Princeton
University, retired and was succeeded by Professor Woodrow
Wilson, previously occupant of the chair of Jurisprudence and
Politics since 1890.

The President who had organized the University of Chicago at
its foundation, in 1891, and directed its successful
development through fifteen years of a remarkable success,
William Rainey Harper, died on the 10th of January, 1906, and
was succeeded by Professor Harry Pratt Judson, previously at
the head of the department of Political Science and Dean of
the faculties of Arts, Literature, and Science.

President Henry Hopkins of Williams College retired in 1907
and was succeeded by Harry A. Garfield, eldest son of the
former President of the United States, and lately Professor of
Politics at Princeton University.

In October, 1908, President Charles W. Eliot of Harvard
University made known his wish to retire in the following May
from the office which he had filled with so much distinction
for forty years. His resignation was accepted with profound
regret, and he vacated the Presidency of the great University
on the 19th of May, 1909. His successor, Professor Abbott
Lawrence Lowell, taken from the chair of the Science of
Government, in the Harvard faculty, had been elected in the
preceding January. President Lowell was inaugurated with much
ceremony on the 6th of October.

Dr. Richard C. Maclaurin was called from the department of
physics in Columbia University, New York, to the presidency of
the Massachusetts Institute of Technology, in November, 1908.

President Cyrus Northrup, of the University of Minnesota,
announced in 1908 his resignation to take effect the following
year.

A change in the Presidency of Dartmouth College took place in
June, 1909, Dr. W. J. Tucker resigning because of ill health,
and Professor Ernest Fox Nichols, formerly head of the
department of physics at Dartmouth, and latterly occupying a
chair at Columbia University, being elected to his place.