LXXVI ADMINISTRATIVE REPORT [eth. ann. 20 



of 2)ublishers to promote common interest, especially in the 

 gathering of news, the publication of which gives circulation 

 to advertisements. I need not consider such corporations 

 further; they are apparent on the suggestion. 



Corporations for justice. All political party (Organizations are 

 designed to promote and secure justice. Individuals may have 

 other purposes, as advancement in political life, hut the body 

 of people who are thus organized have justice for their purpose. 



All ecclesiastical bodies are organized for the establishment 

 and promotion of the principles of justice, but it is rather the 

 higher principles which are considered as ethical principles. 

 There is another motive for ecclesiastical bodies, wliicli is the 

 wish to promote sound ethical principles supjjosed to depend 

 on the acceptance of sound theological doctrines. But what- 

 ever the theory of ethics may be the ecclesiastical organization 

 has for its purpose the contrcil of human conduct in tlie interest 

 of the principles of justice. We need but to mention these 

 princijiles to see the verity of this statement. The principles 

 or elements of justice are peace, equity, equality, liberty, and 

 charity, for which all courts as well as all ecclesiastical Ijodies 

 are organized. 



Corporations for the promotion of expression. At first sight 

 these incorporations may seem to be hopelessly involved with 

 corporations which have knowledge for their purpose, but on 

 more careful consideration it will be seen that schools, which 

 perform the double function of organizations for kuo^vledge 

 and expression, are in practice clearly ditfereutiated. Of 

 course schools for expression can not succeed without con- 

 sidering the knowledge to be expressed, nor can schools 

 designed for the increase of knowledge succeed in their pur- 

 pose without considering how knowledge niay be expressed. 



In America tlie differentiation is well recoo^nized by the com- 

 et fc' 



mon practice of calling the elementary schools "g-rammar 

 schools." In these grammar schools the primar}' object is 

 expression; the ancillary object is thought to be expressed. 

 The i)urposes can not be divorced, because exjiression and 

 knowledge are concomitant; but we consider the primary 

 object of the grammar schools to be expression. The teacher 



