November 18, 1910] 



SCIENCE 



701 



dents (not including the students of the 

 medical college in New York city) were 

 $339,769.49 for tuition fees, $59,936.19 for 

 laboratory fees, and $41,187.06 for inci- 

 dental fees. There was received from the 

 United States under the second Morrill Act 

 $25,000, under the Nelson Act $15,000, 

 under the Hatch Act $13,500, and under 

 the Adams Act $8,775. The income from 

 invested funds amounted to $440,546.52. 



The expenditures of the university ex- 

 ceeded the income for the year by $33,- 

 375.79. These expenditures included as an 

 extraordinary item $34,643.80 to extinguish 

 the debt on Goldwin Smith Hall. 



Cornell University is supported by its 

 old students and alumni, by the state of 

 New York and the United States, and by 

 rich men and women who recognize the 

 value and importance of its work. For the 

 millions of dollars it now needs the univer- 

 sity must look to the generosity of this lat- 

 ter class — the millionaires who are seeking 

 the highest and best investments for their 

 surplus funds. 



The United States is an industrial democ- 

 racy, and the civilization of the United 

 States must develop on that foundation. 

 Cornell University stands both for the in- 

 dustrialism of America and the idealism of 

 Athens. Its technical courses represent 

 the one, its liberal arts the other. Human 

 civilization in an industrial democracy 

 must embrace both. This comprehensive 

 curriculum, which starts with the indus- 

 tries of the people and soars to the laws of 

 nature and the historic life of mankind, is 

 enormously expensive to maintain. That is 

 to say, the number of teachers must be ex- 

 ceedingly large to cover so varied a field of 

 subjects. And so it happens that besides 

 endowments for research, the supreme need 

 of the university is of endowments for a 

 large number of professorships, especially 

 in science and in the technical branches, 



affording stipends sufficient to attract the 

 ablest men and to dignify the teaching 

 profession. 



A third great need of the university is 

 the superior student, the youth of talents 

 and ability decidedly above the average. 

 It is this saving remnant of students of dis- 

 tinction who make the higher work of the 

 university well worth while. It is the 

 highest function of a university to catch 

 these youths whom nature herself has or- 

 dained to art, literature, philosophy, sci- 

 ence or invention, and train them for the 

 work they are specially fitted to do. So- 

 ciety, too, is profoundly concerned for their 

 intellectual nurture ; for on them the prog- 

 ress of civilization depends. Why is it we 

 are always complaining of the dearth of 

 talent in politics, in literature, in the pro- 

 fessions ? Is it not because we do not draw 

 from a sufficiently large area? Education 

 and natural talent are not always made to 

 meet. The precious seed is allowed to be 

 wasted. 



Lastly, says President Schurman, the 

 local habitations and the physical appli- 

 ances of these intellectual workers, investi- 

 gators, teachers, students, are sadly inade- 

 quate. And the report concludes with an 

 appeal for half a dozen new scientific labo- 

 ratories, a gymnasium, an auditorium and 

 one or two other buildings for general uni- 

 versity purposes, and a score of residential 

 halls for the thousands of young men for 

 whom the university has not to-day a single 

 dormitory. 



THE RELATION BETWEEN COLLEGE 

 STUDIES AND SUCCESS IN LIFE 



This year, for the first time in more than 

 a quarter of a century, the entering class 

 at Harvard College finds its choice of stud- 

 ies restricted by a constructive modifica- 

 tion of the elective system. This is the 



