Apbh 20, 1906.] 



SCIENCE. 



603 



of each year, when these sugars usually 

 more than suffice for the requirements of 

 refining. Louisiana sugars are at a disad- 

 vantage from being marketed within this 

 period. From 80 per cent, to 85 per cent, 

 of the total receipts of New Orleans are 

 sold in November, December and January. 

 Besides this, the prices for refining grades 

 are then invariably reduced, from thirteen 

 to nineteen cents per hundred pounds be- 

 low New York quotations, simply because 

 it would cost approximately that amount 

 to ship Louisiana sugar to New York. But 

 this is merely a relic of the time when large 

 quantities of the Louisiana product were 

 shipped by water to the Atlantic ports. It 

 does not seem to be justified under present 

 conditions, when New Orleans possesses 

 large refineries, has more advantageous 

 freight rates than New York to interior 

 territory, and annually imports between 

 March and September, from 100 to 500 

 million pounds of foreign sugar. The de- 

 pression in the price of raw sugars by no 

 means causes a corresponding reduction in 

 the price of refined, which is almost uni- 

 formly kept above the price at which Ger- 

 man refined sugar could be imported after 

 paying the full customs duty. 



Relation of Higher Education to the 

 Economic Development of the South: 

 Chancellor J. H. Kiekland, Vanderbilt 

 University, Nashville, Tenn. 

 The relation of economic development to 

 education is most intimate. The work of 

 the world is done by mind, not muscle. 

 There is not enough muscular power avail- 

 able to reap the wheat crop of a single 

 year. Universal elementary education is 

 the first condition of material progress. 

 Industrial training is also desirable for a 

 large class of our population, but such 

 training should develop the head as well as 

 the hand. 



1. Universities have largely modified 



their courses in response to the demands 

 of practical life. Professional courses are 

 offered for the training of engineers, chem- 

 ists, electricians, manufacturers, and in 

 every science applied courses open to 

 all students the new lines of industrial 

 development. Universities contribute to 

 economic development by fundamental in- 

 struction in the general principles of sci- 

 ence. Abstract mathematical research lies 

 at the foundation of every science. 



2. Universities contribute to economic 

 development also through work done in 

 philosophy, history, political science and 

 economics. We need, as industrial leaders, 

 men of broad sympathies and wide vision. 

 The application of ethics to industry is as 

 important as a new invention or an im- 

 provement in machinery. 



3. Universities should also propagate 

 sound economic doctrine. They should edu- 

 cate the public. Political education must 

 be coextensive with the ballot. Economic 

 fallacies are peculiarly dangerous when 

 they receive a political embodiment. 



4. So far as the south is concerned, its 

 universities have been too poor to fulfil the 

 tasks outlined. Scientific instruction is 

 still meager, and our laboratories poorly 

 equipped. But little is done in the depart- 

 ments of history, economics and political 

 science. The south should take advantage 

 of the experiences of other sections in 

 achieving its great economic progress. For 

 example, we do not need to build up our 

 factory system on the pernicious fallacy of 

 child labor. This question has been fought 

 out in old England and New England. 

 The south has learned the failure of slavery 

 as a source of wealth and child labor is not 

 far removed from slave labor. 



5. Politically the south has inherited the 

 spirit of leadership and the traditions of 

 good government. But we, too, have built 

 up an art of politics and developed our 

 machines. We have deified party fealty. 



