of these 280 in the million of inhabitants in 1872; in 1890 they had increased to 450, and in the past decade they have nearly doubled. Scientific and technical schools of college rank have increased their enrollments in the decade from under 15,000 to about 30,000.

The growth of post-graduate work in universities has been still more remarkable. Beginning with 198 in 1872, it had increased to 1,717 students in 1890, and to 6,000 in 1900.

Reducing the returns for higher education of all kinds to groups of a million, we find that there were 2,181 students of college rank to the million of inhabitants in 1890, and that the quota had risen to 3,139 students in 1900. In this estimate I include not only the colleges and universities of full standard, but also very many others not quite up to the standard, but which are empowered to confer the degree of A.B. on their graduates, and which are really beyond average secondary schools in their amount of work. Besides these, there are also professional schools of a special character which require maturity of age and which do work that requires more reflection than the average secondary work. The normal schools are an example of this class of schools whose students are counted in the aggregate of higher education.

If we add the totals of higher education to those of secondary schools, in order to see what the country as a whole is doing in schools beyond the elementary grade, we find that in 1890 there were 8,053 students in the million of population, who were pursuing advanced studies, and that these 8,053 had increased in the decade to 12,588.

The significance of these educational items cannot be fully appreciated without considering the facts that I have hinted already, namely, that the

school gives the power to continue one's education with increasing skill thruout life. Even the illiterate grows, altho slowly, in mental power by reason of his experience in life. But his experience is limited to what he can observe in himself and in a small circle of neighbors. But his school-educated companion who can read and does read is all the time widening his mental view by what he gets from the printed page, and growing in accuracy of thought on account of it. Hence it happens, after fifty years of life, at the age of sixty years, the illiterate has grown as much by experience as he could grow by one year of schooling, while his literate companion has grown at least ten times as much.

So with the secondary pupil there are opened new windows out of which to observe man and nature - the windows of algebra and geometry, of physics and chemistry, of Latin and French or German, and of general history. He gets at least three times as much from the printed page of science or literature as the graduate of the elementary school, and his accumulation in the course of fifty years is more than ten times that of his elementary companion or one hundred times that of the illiterate.

In one year's time the high-school graduate has not made very many applications of his knowledge, but, as the years go on, he starts new trends of observation, and follows out threads of causation and long paths of genesis in the growth of the things and events that come under his immediate observation.

The student of higher education far surpasses the secondary student in his ability to see lines of causality and of genesis in facts and events, and his power to accumulate in his life experience from year to year is far greater. His power to see the past in the present and to predict the future at a glance of the present situation seems miraculous, after fifty years of using his higher education. Just as Agassiz could see in the scale of a fish enough of its character to enable him to draw the fish, altho he had not yet seen the fish, and just as Asa Gray could divine the history of a tree from seeing it at a single glance, so in a thousand ways and in a thousand different provinces the old man who in youth has been trained in the college and in the professional school acquires powers of seeing things in their history and in their complex of relations.

These are the considerations that make us rejoice at the recent unexampled increase of secondary and higher education, and it remains for us to say that this increase is likely to go on, because it is due to the growth of productive industry in the country. The use of water, steam, and electricity in the industries is increasing the average annual production of each inhabitant. This accumulation of wealth enables our people to prepare their children in better schools and in longer periods of schooling.

The average school term of the United States is only five years of two hundred days each, or one thousand days. The future will see this lengthened with the increase of wealth in the community. I do not think

that the average production of wealth in 1800 could have been more than ten cents a day for each man, woman, and child, but by 1850 it had risen to thirty cents a day, and in 1880 to forty-four cents; in 1890 to fifty-two cents. What it was in 1900 can be told when the census is completed. The average amount of schooling will increase to ten years and more when, at some time in the future, we can produce a dollar a day for each inhabitant.

Wealth is a good thing only because it enables us to grow wise and good only as we use it to develop insight in ourselves and become more helpful to our fellow-men. It therefore is a cause of rejoicing to us this morning to see that, with the increase of wealth production in the United States, there is an immediate application of the wealth to get more schooling for the people. Where an average town of two thousand inhabitants could have sixteen youths in school engaged on advanced studies ten years ago, today it has twenty-five such.

This is what it means to build new high schools and to increase the facilities for higher education.

DISCUSSION

JAMES RUSSELL PARSONS, JR., secretary of the University of the State of New York, Albany, N. Y.-The rapid increase of public high schools thruout the United States is often cited as a most conspicuous fact in education at the close of the nineteenth century. Dr. Harris tells us that, for purposes of comparison, the secondary-school statistics of the Bureau of Education since 1890 are more reliable in fixing the proper limits of this growth than those of an earlier period, as the distinction between elementary and secondary students has been more closely observed from that date. He says that during this period the number of high schools reported to the bureau has increased 137.73 per cent. and the number of high-school students 155.84 per cent., while the growth in private secondary schools and students has been only 21.2 per cent. and 16.71 per cent. respectively. These figures show an increase of III per cent. in students in both classes of schools taken together. We notice that the greatest growth is reported in the South Central division, where there is also an increase of 42.67 per cent. in private secondaryschool students. Next comes the Western division, where the growth is partially counterbalanced by a decrease of 45.91 per cent. in private secondary-school students. The South Atlantic division makes the next highest record, and reports also an increase of 25.03 per cent. in private secondary-school students.

Within the jurisdiction of the University of the State of New York exact statistics of a corresponding growth are available thru sworn reports from each secondary school, verified by inspectors whose duty it is to examine each of these schools in person. Elementary pupils are rigidly excluded, and only those are classed as secondary-school students who have completed a satisfactory elementary course and are enrolled as pursuing secondary studies. While the growth in enrollment in the common schools has been only 16 per cent. in ten years, the number of public high schools has increased 140 per cent., the number of academies 34 per cent., the total net property of secondary schools and the number of secondary students more than 100 per cent. At least 25 per cent. of these secondary-school students now complete balanced four-year courses after an eightyear elementary course, and rapidly increasing numbers remain in secondary schools for graduate work. The distribution of these schools is so general that almost every student in the state is now within reach of one of them.

How has the recent growth of secondary schools, especially public high schools,

affected the attendance on institutions of higher education? As compared with 1880, we now have in the United States more than twice as many professional and technical schools, not including the training schools for nurses and other special institutions. Dr. Harris tells us that the enrollment in our colleges and universities shows a corresponding increase since 1870. Including all under secondary instruction in the various kinds of institutions reporting to the Bureau of Education, the numbers have nearly doubled in ten years, and the growth in those under higher instruction has not lagged far behind. Far more than new institutions of higher education, we now need increased facilities and larger endowments for those already established.

In New York also the growth in ten years in higher, including professional and technical, education has been almost as remarkable as that in secondary education. The students and the total net property have nearly doubled. The growth of public high schools is not surprising in view of the popularity of these democratic institutions and of the fact that advancing requirements for professional and other degrees, now more uniformly high than in any other political division of the United States, force students into the high schools to gain the preliminary education necessary for admission to degreeconferring institutions. The statutes now require a high-school training, or its equivalent, for admission to certain professions. By a rule of the court of appeals, no student is entitled to the allowance of one year in the term of study for admission to the bar who is not a graduate of an institution requiring at least six years in arts or science in advance of a completed eight-years' elementary course. The work must be registered by the regents, whose ordinances prescribe for degrees in arts or science two years' study in advance of this minimum standard. It is remarkable that, under such conditions, the growth in higher education has been so great. If we except medicine, where the normal increase was checked temporarily by high standards, and some of the smaller colleges, which, as private institutions, like the old academies, suffer thru competition with the public high schools, the growth is very great thru the entire field of higher education.

In 1900 the cost of education in New York was more than $47,000,000, of which the state paid 16.37 per cent. for elementary education and allied interests, 6.03 per cent. for secondary education, and 1.16 per cent. for higher education. The appreciation of the secondary school system on the part of the people is shown by their willingness to contribute 94 per cent. of the cost of its maintenance. As we look deeper still and study the wonderful growth in expenditures for higher education, of which the state bears only 1.16 per cent., we see that private means are much more freely expended for education than funds raised by taxation.

It is clear that trained minds must be had at any cost, that the extent to which public and private means unite in producing them will continue to increase even in periods of comparative financial depression, and that growth in secondary education will mean in the future, as at present, a corresponding increase in enrollment in our institutions of higher education.

THE RELATION OF MUSIC TO LIFE'

THOMAS WHITNEY SURETTE, STAFF LECTURER ON MUSIC FOR THE AMERICAN UNIVERSITY EXTENSION SOCIETY OF PHILADELPHIA AND LECTURER FOR THE UNIVERSITY OF THE STATE OF NEW YORK

It is a commonplace of criticism to say that art is related to life; that painting, sculpture, architecture, and music, as well as literature, reflect.

'The illustrative interpretations to Mr. Surette's paper were as follows: Haydn, Adagio from Trio in G; Beethoven, Scherzo and Andante from Trio in B flat, Op. 97; Brahms, Adagio from Sonata for Violin and Piano in G minor: piano, Mr. Surette; violin, Miss Anna Otten, of New York; violoncello, Mr. H. Andries, of Detroit.

life at every point. Every change which has taken place in the art of painting, for example, has been due to the rise of some new idea or new phase of life. The old Italian religious painters lived at a time when the chief end of existence was to get successfully out of this world and safely into the other; as a result all their paintings deal with religious ideas and symbols. The rise of landscape painting did not begin-could not begin until men had come to love nature in all her simplicity, as we have learned to. Look at the landscape painting of the time of Botticelli, and you will see the force of this argument. Gothic architecture was not an accident by any means; its rise was a natural result of new intellectual and religious aspirations, and it stands for something entirely distinct from the old ideals of the earlier time. The romantic school of the early nineteenth century, the realistic school of the later, Heine's poetry, Victor Hugo's novels - all these reflect, or, shall we say, give voice to, the new ideas which were crowding for utterance during those times.

Each of the arts had to find itself; had to build up somehow a framework; had to conform to the laws of life which bind all things and persons. Architecture learned how to use these laws to the best advantage in construction; painting learned foreshortening, perspective, and the like; the novel planned itself from the happenings of every day. They all finally evolved a plan by which it was possible to express what they had to say.

Music was long in finding itself; it developed late; it had to feel its way slowly, not being able, as the other arts were, to copy nature for a beginning, but learning the laws that govern it step by step, so that it is only now on the threshold of its development. But at every point of that development may be traced unerringly the relation it bears to life. Every change in civilization which has occurred since the art of music has been full-fledged has found expression in this most plastic of the arts, and it is not too much to say that the relationship between music and life is absolute and complete.

Complete, yes; but not easy of apprehension. A painting, a piece of sculpture, a building, speak a language we can, in a measure, understand; but a symphony not only speaks an unknown tongue, but an illusive one; its words and sentences lie unrelated in our minds, and are quickly brushed away by others equally illusive.

It is my purpose, then, to take three periods in history familiar enough to all of you, and by means of three great compositions coming out of those times to show the close relationship between them and the life which produced them, and then to consider the more important question of their real significance: What do they amount to? What does music amount to, as a factor in life?

The first of these periods is the time we sometimes speak of as the "old régime;" before the dawn of republicanism, when powdered wigs