NOTES 167 



maintained entirely by the State of Hamburg and the Imperial 

 German Government, whereas the British Schools have been 

 founded principally on private benefactions, nobly given, but 

 collected with much difficulty and over a long period of time. 

 The annual income of the German institution amounts to about 

 £20,000 a year, which is probably more than double the incomes 

 of both the British Schools put together. The appointments of all 

 the higher workers are comparatively well paid, are put upon a 

 national footing, and are endowed with pensions varying from 

 40 per cent, to 100 per cent, of salary, according to length 

 of service. The German Secretary of State for the Colonies 

 and the President of the Hamburg Senate were present on the 

 occasion ; and we are glad to note that the Director of the 

 Institute, Professor Dr. Nocht, received a special decoration 

 from the Emperor on the occasion as a recognition of his fine 

 work now extending over many years. Although the total 

 German Colonies in the tropics are very small compared with 

 those of Britain, nevertheless Germany has done more in re- 

 cognising clearly the importance of tropical medicine and 

 hygiene. Yet, as we showed in our January number, it was 

 really Britain which originated this great work. The efforts 

 of private individuals, however distinguished they may be, 

 cannot hope to keep pace with a well-organised and scientific 

 government with the immense backing of a whole nation 

 behind it. 



The Value of Logic 



At the April meeting of the Aristotelian Society there was 

 an interesting discussion on the value of logic both as a branch 

 of philosophy and as a subject of education in the university 

 curriculum. 



Dr. A. Wolf opened the discussion by reading sections of 

 a long paper in answer to Dr. Schiller's well-known attacks 

 in " Formal Logic." He regarded it as a work of supereroga- 

 tion to defend the teaching of a subject which had behind it 

 the traditions of 2,000 years. He himself had found that 

 students of economics thought it more valuable than mathe- 

 matics. His own experience was that, for students who were 

 not going to study other branches of philosophy, the more 

 formally it was taught the better. He attempted to prove that 



