the government of Harvard College, or of Harvard University, to confer pleasant reminders on the graduates. We certainly assumed that those functions were confined to making Harvard the best place in the country at which to get an education, and that the alumni had no interest in the matter at all except the welfare of the College, or University, as they might view it. And such, indeed, were the views of the President. At the Commencement dinner before mentioned, the President stated that the one motive which actuated both sides was the good of the University; and, until I read Dr. Shattuck's article, I should unhesitatingly have said that, barring a few individual exceptions, the President was right. The second reason for the measure is equally a surprise. None of the opposition felt that the purity of the ballot had anything to do with the question. We were not aware that the ballot was corrupt, or that the results of it were unsatisfactory. We thought that the competency and ability of the Overseers were generally admitted.

Under such circumstances it seems more than proper, it seems indeed necessary to intelligent discussion, that the issues should be stated as felt by the opposition. Of course, in speaking for the opposition I speak simply as one who did all he could to oppose the measure, one qui neque aetate neque ingenio neque auctoritate sum cum aliis qui tacent comparandus.

The grounds of the opposition, as I understand them, are as follows: that the College and the University are two very different things, with different standards of education; that these standards are not entirely compatible, and are at present in conflict; and that the franchise question, in its present form, is simply one phase of that conflict. I am perfectly aware that, in speaking of a College and a University, I am using terms not used, at any rate in the same sense, by the other side. It is the fashion of those gentlemen to ignore the College and to speak of a great University and of an academic department. But the purpose for which the College was founded is a fact to be met one way or the other : it must either be maintained or abandoned. And the responsibility for its abandonment will in no way be avoided merely by refusing to recognize its existence. That purpose was, it is needless to say, to give young men a liberal education, liberal, not in the sense of offering a promiscuous number of subjects for study, but liberal with reference to its effect on the character of the student. It was intended to give the student a breadth and a liberality in his way of thinking. Literature was its chief study, because literature is a record of what is noblest and best in the world, set down in the most appropriate form. And classic literature received its chief attention because that was the model from which so much of other literature was copied, and because it had stood the

test of time. There is obviously nothing very progressive about this sort of an education, nothing that corresponds to the constantly changing standards of science. But there is nothing very progressive about standards of character from any point of view. The elements of character were determined long before the elements of science were begun. The men who held the Pass of Thermopylae until their long spears were broken, and the men who served their batteries at Gettysburg to the last round in the limbers, have got something in common that no amount of material progress can give or take away. Dulce et decorum est pro patria mori, written long after the one event, and very long before the other, is equally applicable to either.

The University, on the other hand, using that term in the sense of the collection of Graduate Schools, has a totally different object. Its object is the education of the intellect, pure and simple. I quote from the last report of Dean Briggs :

"Men talk sometimes as if the Graduate School were destined, and happily destined, to overshadow Harvard College; for men have seen that it is the Graduate School and not the College to which they must look for the advancement of learning. The College guides youth to manhood; the Graduate School guides manhood to scholarship. Yet the very fact that the Graduate School is free to think first of learning, and the College bound to think first of character, gives the College a larger and a higher responsibility. The College has, and must ever have, the wider range of human sympathy. It cannot take a lower place than the Graduate School till the development of a scholar becomes nobler and more abiding than the education of a man. (Reports of the President and Treasurer of Harvard College, 1896–97, p. 118.)

These two standards of education, never entirely in sympathy, are at present engaged in a struggle over the amount of time to be devoted to their respective objects. The time demanded for study by the modern and more practical branches of science is steadily increasing. It is already an axiom of scientific education that a scientist, to have any position at all, must specialize. And the teachers of science are now clamorous that the specialization should begin from the very start. Opposed to these claims stands the time devoted by Harvard College for a liberal education, -time that would be turned to other account for the perfect development of the specialist. If the College is to serve the latter purpose, its character must be changed. "It has been one merit of Harvard College," says Mr. Justice Holmes, "that it has never quite sunk to believing that its only function was to carry a body of specialists through the first stage of their preparation." But that is precisely the position to which she must sink if she is to be successfully used as a copious trib

utary to a "great University" devoted to science. And the College is altogether too rich in money, students, and prestige for those men who have such a University at heart to give her up without a struggle. That struggle has already begun, and the attack has already formulated two measures. The first is the abolition of the liberal standard of education. Literature is to be cut down. Latin, Greek, and Algebra are to be no longer required as subjects either of admission or of study. The Elective System is to be extended to the entrance examination, which, of course, means its extension to the preparatory schools, so that children can specialize as soon as they can read. This is the first measure. And, in order to rivet this change upon the College, the electorate of one of the Governing Boards-the one, indeed, which is the ultimate repository of power - is to be changed by the admission of a large number of voters who sympathize with the scientific or university side.

Such, I believe, is the meaning of the franchise movement in its present form, a movement involving no less an issue than the existence of Harvard College as a place to obtain a liberal education.

It is hardly necessary to add that, in the opinion of the writer, the need of a place to get such an education, liberal in the truest sense of the word, is no less to-day than when the College was founded.

G. Hay, Jr., '88.

INTERESTING STATISTICS OF A RECENT CLASS.

THE Report of the Class of 1895, recently issued by the Secretary, Albert H. Newman, is a fine specimen of what Class Reports should be. It also bears witness to the great amount of labor which the secretaryship of a modern Class imposes on those secretaries who fill the position conscientiously. In old times, the Class Secretary was usually chosen because he was a "good fellow," and as Classes were small, and the members easily kept track of each other without his aid, he rarely or never issued a report. Late in life, when most of the Class were dead, he perhaps got out one volume of short memoirs. Thus, in the collection of Class material in the College Library there exists no printed record of the majority of Classes between 1820 and 1860. The earliest Class Report in print is that of 1828, from material carefully collected and arranged by Dr. H. I. Bowditch, and edited after his death by R. C. Winthrop. The Classes of 1829, 1831, 1832, 1836, 1838, 1842, 1845, 1846, 1847, 1848, 1849, 1851, 1852, 1853, have no printed reports; 1843 has only a list of the survivors four years ago. The following Classes have each had at least one report, the date of the latest publica

tion being given in parentheses: 1830 (1886), 1833 (1883), 1834 (1884), 1835 (1886), 1837 (1887), 1839 (1879), 1840 (1895), 1841 (1892), 1844 (1896), 1850 (1895), 1854 (1894), 1855 (1865), 1856 (1865), 1857 (1882), 1858 (1898), 1859 (1896). This list shows that in general a report was issued to celebrate the fortieth or fiftieth anniversary of graduation; although in some cases, that of 1855 for instance, an early report has not been followed by any later ones. Beginning with the '60's, the reports are more frequent and regular for most of the Classes. Some of the younger secretaries prepare one every five years, and only one secretary allowed more than ten years to elapse without issuing a report.

The substance of a first report consists largely, as is natural, of statistics, and a brief survey of the material collected and tabulated by Mr. Newman will show that these statistics may not only interest the men they immediately concern, but also have value in throwing light on the sources from which Harvard draws her academic population.

In the first place, we find that 597 men are registered in the report of the Class of 1895. Of these, 328 received the degree of A. B. on graduation and 48 received that degree since; while there are 24 S. B.'s. This leaves 197 non-graduates at some time connected with the Class. The population of the Class varied considerably from year to year. Thus 341 entered as Freshmen, 40 joined and 50 quitted the Class in Freshman year; Sophomore year saw 57 gained and 63 lost; in Junior year 30 were added by 74 left; Senior year, beginning with 281, had 328 who received degrees at Commencement. These last figures bear out the common experience of recent years, that the Senior Class is largely augmented by men who, having graduated at other colleges, spend one year at Harvard to get her more valuable degree of Bachelor of Arts.

The statistics of birthplace and residence are also interesting. They are based on the replies of 341 men, of whom 318 were born in the United States. Massachusetts is the favorite residence of Harvard men up to the time they leave college. Thus, whereas 151 were born in Massachusetts, 183 gave this as their home. New York furnished the next largest number of students, 38, then Pennsylvania 14, Ohio 12, Maine 9, California and New Hampshire 8 each, Illinois and Missouri 7 each, and other States in smaller quotas. The 341 students were born in 33 States and Territories. Of the 183 residents of Massachusetts, 59 came from Boston, 39 from Cambridge, and 61 from the vicinity of Boston, excluding Cambridge. 196 were still living in the town or city where they were born. The following table sums up the foregoing figures: —

The average age of the Class at Commencement was 22 years 11 months and 3 days. The Classes of 1891, 1892, 1893, and 1894 averaged over 23 years. Seven members of '95 were 19 years old at graduation; 6 were over 30, the oldest being 37. Under the head "probable occupation" the law leads, with 89 choices (out of 362 replies); teaching comes next, with 80; then business, 56; medicine, 23; ministry, 11; study, 8; engineering, 7; journalism, 4; architecture, 4; chemistry, 2; and various scattering. The rapid increase in the number of prospective teachers is the most striking feature of this list.

Mr. Newman has done well to collect some facts in regard to the fathers of his classmates, thereby showing how thoroughly a Harvard Class represents all sections of the community. His results are as follows: The fathers of 173 were engaged in business, of 48 in law, of 27 in agriculture, of 25 in the ministry, of 15 in teaching, of 6 in public office and in literature, of 5 in mining, of 4 in architecture, and of 2 in music. The replies to the question, "What public offices, if any, have been held by your father?" were unusually few; but from them it appears that 91 students were sons of fathers whose offices are classified as follows: Legal, including attorney-general of Massachusetts, district attorneys and judges, 19; Military, including major-general, inspectorgeneral, and cavalry captain, 8; Municipal, including 4 mayors and 17 school committeemen, 49; County, 5; State, including 4 senators and 19 representatives, 32; National, including 3 senators and 2 representatives, 18; Foreign, including 2 members of Hawaiian government and one German Hauptmann, 7. The number of sons of college graduates is remarkable, 108, of whom 47 graduated at Harvard; 5 at Brown; 4 at Dartmouth; 3 each at Amherst, Bowdoin, University of Pennsylvania, and Yale; 2 each at the City of New York, Columbia, Hamilton, Haverford, Union, and Van Rensselaer; and one from each of 28 other colleges.

It appears that 114 members of the Class were fitted at academies and seminaries (Phillips Exeter 24, Phillips Andover 12, St. Paul's 9); 66 at private schools (Hopkinson's 18, Browne and Nichols's 10); 20 at colleges and universities; 58 at Latin schools; 96 at Normal schools; 14 at foreign schools; and 12 by private tutors.