I04 



SCIENCE. 



[Vol. XV. No. 367 



of its greater diameter and the more unfavorable conditions of 

 tbe catenary curve, or sag, on long spans and steep grades; and 

 these sources of increased cost of maintenance affect every part 

 of the rope. In this system the carrying-cable, being stationary, 

 can be locally graduated to the strains it has to bear. The 

 ■cable for the empty cars does not, of course, require to be as 

 strong as the cable for the loaded cars, and it is therefore made 

 ■only strong enough for the work it has to perform. In like 

 manner, if one or more long spans occur in the line, it is not ne- 

 cessary that the whole cable should be made strong enough to bear 

 the extra strain at this one jjoint: on the contrary, it is sufficient 

 to so strengthen only the portions exposed to this extra strain, 

 and this is easily practicable. On very long steep grades also, 

 where the cable at the head of the incline must be able to bear 

 not only the ordinary working strain due to the cars, but must 

 ;also sustain the whole weight of the cable on the incline, this 

 is effected by making, the cable in sections of gradually dimin- 

 ishing area, thus effecting great economy in the total weight 

 ■of the cable. A further advantage is, that the traction-rope 

 used, instead of being loaded down by the cars, as in other 

 systems, is itjelf carried and supported by them, thus lessening 

 greatly the wear. 



^ The ordinary spans used in the construction of these lines are 

 from 150 to 200 feet, but there is no real objection to spans of 

 500 to 600 feet. Many lines built within the last few years 

 have spans up to 1,500 feet. The illustration on the first page, 

 taken from a photograph, represents one of these long spans. 

 Jt is 1,000 feet in the clear, and forms part of a line nearly 

 ;seven miles in length, built for the transportation of 350 tons 

 ■ of iron ore per day. This line has been in successful operation 

 for many years. 



There exists in nature hardly a difficulty or obstacle which 

 would bar the introduction of this system of transportation: in 

 fact, in many cases it is the only one that can be used. While 

 this is eminently true where the contour of the ground is 

 much broken up and long spans are necessary, this system 

 possesses economical advantages even where there are few or no 

 jiatural obstacles to the building of any kind of road. The ser- 

 vice is regular; stoppages for repairs are rare; no interruptions 

 ■.due either to atmospheric Influences or storms are liable to 

 koccur; the line being elevated, the service is entirely free from 

 interference with surface traffic; wear and tear and expense of 

 operating are relatively very low; terminals can be so arranged 

 that the material transported can be delivered at the exact spot 

 where it is needed, thus saving all expense of re-handling. 

 This could not be done with a surface road, since, even if the 

 cars could be brought close to the point at which the material 

 is required, there would still be a further expense for unload- 

 ing, irrespective of the cost of switching and hauling them. 



Tills system of transportaton is controlled in this country 

 by the Trenton Iron Company of Trenton, N.J. 



THE SIGNIFICANCE OF THE DEGREE OF BACHELOR OF 

 AETS. 



kT the conference of college presidents and professors in 

 Philadelphia, Nov. 26, 1889, Professor E. H. Griffin read a 

 letter from President Gilman, dated Oct. 17 (published in the 

 February number of the Johns Hopkins University Circulars) as 

 follows: — 



' 'If I had been present, I should have asked leave to present 

 to your consideration some thoughts respecting the baccalau- 

 reate degree; but as I cannot attend, on account of absence 

 from the country, I have requested Professor E. H. Griffin to 

 ..say a few words in my behalf. 



"The points to which I should have directed attention are 

 these: — 



"1st, The American propensity to multiply academic titles 

 so that the real significance of a degree is obscured. 



"2d, The tendency to confer the baccalaureate degree in so 

 smany forms and phrases that its meaning cannot be discovered 

 ^ven from the ^name of the institution which confers it , but 



must often be worked out by a study of catalogues constructed 

 in different orders of complexity. 



"3d, The enumeration of the manifold forms of the baccalau- 

 reate degree now given in this country. 



"4th, The historical significance of the bachelor's degree as 

 marking attainment of the first grade in the fellowship of 

 scholars, — a grade which may be attained in any faculty of a 

 university, arts, medicine, theology, and law. 



"5th, The value of a certificate the meaning of which is 

 obvious at first sight, considered from the point of view of the 

 holder of a diploma, and, second, from that of the public. 



"6th, The importance of restoring, if possible, the baccalau- 

 reate degree to an honorable significance before it is altogether 

 lost. 



"7th, The importance of [acknowledging that it Is not essen- 

 tial that any one curriculum should be followed in order to at- 

 tain the degree of bachelor of arts. 



"8th, It is essential that the candidate who receives that 

 degree should have received much instruction in (a) ancient 

 and modern languages and literature, (6) in mathematics, (c) 

 in the natural and physical sciences, and (d) in historical and 

 moral sciences. 



"9th, It is also essential that the candidate should pursue 

 these studies in a public institution, under competent instruc- 

 tors, for a definite period, in a systeihatic way, subject to 

 examination, the results of which are to be recorded, pro- 

 claimed, and certified to by a formal diploma." . . . 



After reading the letter. Professor Griffin stated that there 

 could be no doubt that the baccalaureate degree had lost some- 

 thing of the ' 'honorable significance' ' of which President 

 Gilman speaks. A recent writer in one of our magazines 

 declares that "A. B. is as meaningless an abbreviation as 

 exists." This, we are glad to know, continued Professor Griffin, 

 is an exag.geration ; but it is an exaggeration which contains 

 an uncomfortable element of truth. 



So far as it is true that the bachelor's degree has declined in 

 dignity and value, the evil is a serious one. In view of its 

 historical significance, the interests of learning and the credit 

 of the fellowship of scholars require that this title, which 

 marks the completion of a defined stage or period of training, 

 should be kept in its original repute. It is a grave injustice 

 that one who has gained the degi'ee, at great expenditure of 

 money, time, and labor, should find that others have gotten it 

 upon so much easier terms that it becomes almost worthless as 

 a guaranty of acquisition. The public have a right to assume 

 that learned distinctions are bestowed in good faith, and upon 

 some basis of common understanding, and ought not to be 

 compelled to go back of academic titles to find out what they 

 mean. "Whether it be considered from the point of view of the 

 public, of of the individual, or of the general interests of 

 learning, few academic questions are of greater consequence 

 than the proper significance, and most effective defence and 

 maintenance, of the bachelor's degree. 



The causes which have contributed to this loss of considera- 

 tion are — some of them, at least — obvious. 



As is well known, the institutions of higher learning first 

 established in this country were modelled, not after the English 

 universities, but after the English colleges. This was inevi- 

 table under the circumstances, and the American college has 

 certainly shown itself well adapted to the conditions of our 

 national life. As respects academic titles, however, the system 

 has had its drawbacks. In Great Britain and Ireland there are 

 eleven institutions conferring degrees; in the United States 

 there are about four hundred, not counting colleges for women, 

 of which there are perhaps one hundred exercising this 

 prerogative. These institutions are, of course, of all grades of 

 merit. Some of them are not greatly unlike the college in the 

 Far West, of which Professor Bryce speaks in the "American 

 Commonwealth," whose president had much to say about the 

 views of his faculty, and what his faculty were going to do: 

 the "faculty" consisting at the time, as it appeared, of that 

 dignitary and his wife. A peculiar infelicity has attended our 

 system as applied to honorary degrees, — as in theology and 



