for the success of art education as a part of public education. As evidence of how this great subject is ignored, we have only to refer to the reports of the committee of ten and the committee of fifteen; and further I am not aware of any scheme of correlation of studies in which the subject is in any way adequately recognized. But I believe a change is coming. Sooner or later it will be seen and practically recognized that what man has done in the arts is to a young mind in the formative stage what fertile soil is to a young plant. And when that time comes, men will no longer try either to cultivate rosebushes on a strictly primeval diet of granite, gravel, and rain, or to cultivate human souls on a strictly primeval diet of nature, study, and untrammeled frolic.1

They will accept for the children under their care the advantages that lie in being heir of preceding ages, and use these advantages as a means whereby the new life may grow up to still higher forms of personal development and productive activity.

The second obstacle to be surmounted (the imperfect equipment of public-school teachers for carrying on art instruction in the class rooms) will be done away as far and as fast as the leaders come to appreciate the true nature and importance of art as a fundamental feature of educational work; for the grade teachers of our American public schools are essentially capable and loyal; they are able and ready to learn whatever it is necessary for the good of the schools that they should learn; but they need definite assistance and guidance. Suitably planned courses of study will do much to help; courses arranged not hastily or perfunctorily by people with narrow views of the subject and with slight acquaintance with the experience of others in similar work, but thoughtfully and intelligently by persons who can comprehend both the physical nature and the spiritual nature of the child. Only those who are engaged in this work know how narrow are the limitations that surround them. The best that exists to-day is but a stepping-stone to what should be done and what can be done as soon as a better understanding of what art means exists among the teachers. Rightly planned courses of study, reenforced by suitable working materials and art examples good and abundant, to which the children themselves may have ready access, the whole interpreted by a wise and sympathetic supervisor, who knows his subject and who understands child nature in hearty, affectionate fashion--I tell you, my friends, we have as yet seen only the beginning of what a power art education may and ought to be in the inward uplifting to useful and noble work of the successive generations of children who pass through the public schools of our land.

To summarize in a few words the points we have been considering, let us remind ourselves: That evolutionary science, ontological philosophy, and empirical psychology, in their truest interpretations, practically agree in declaring that man is the highest of all finite existences, from which proceed self-acting spiritual powers; that the arts of man are the embodiment of these spiritual self-activities of the race exercised along creative lines; and that, being thus the highest activities of the highest of all finite existences, they should be constantly utilized in education, if education has for its distinct aim the development of what is

I heartily believe in the introduction of various lines of nature study into the public schools. In city schools particularly, such studies are an indispensable help in bridging the chasm between the child and his natural environments, and giving him at least a suggestive glimpse into the marvels and beauties of the natural world. What I do object to is the extreme ground taken by some educators (an extreme precisely opposite to that of the old-fashioned word-for-word text-book memorizing) wherein it is fancied that the study of nature is educationally allsuflicient; that language and number study can be sufficiently and successfully developed as mere incidentals to nature study, and that drawing, used as the handmaid of the natural sciences, can constitute art instruction. Against this misconception of what art means, and what art study ought to be in a course of education, I believe a strong protest should be made.

best in the child, both for himself and for the social life of which he is to form a part.

And now let me say in conclusion that, if I rightly apprehend current educational discussion, many of the schemes of correlation or of concentration that are being advocated are based mainly on the consideration of the physical environment of the child, the forces of which play upon the brain through the action of the senses, and hence are exterior to the child. The result of such schemes is to make the child largely the product of his physical environment. As opposed to these more or less materialistic views of education, I suggest that we take as our center of thought the child himself, with a full comprehension of his creative spiritual nature, and then measure the relative values of educational subjects, according as they contribute to the development of his highest possibilities as a creative spiritual being. By so doing we shall see that the creative activities of the child form the real educational objective, and that the arts of man as ministering to these activities should not be relegated to any incidental place in the arrangement of studies, but should be practically recognized as the most inclusive, the most vital, means we have for centering our educational effort aright; centering it with all its nourishment and all its inspiration upon the soul of the child-upon the child as the heir and the potential master of the world.

CHAPTER XXXII.

FOREIGN UNIVERSITIES.

I. Arranged according to date of founding.

II. Arranged according to number of students.

III. Arranged alphabetically.

IV. Arranged according to countries.

V. List of polytechnica.

VI. List of agricultural, forestry, and mining schools.

INTRODUCTION.

The authors of "Minerva, Jahrbuch der Universitäten der Welt," which is the chief source of information offered in the following six lists, say that they have submitted their work at various stages of completion to different professors of the countries mentioned, so that they are assured that their decision as to which of the learned institutions of the world should be regarded as universities is upheld by the most trustworthy authority. They call their Jahrbuch a collection of names of teaching bodies, of universities, or similar institutions of the world. In the first edition the authors admitted that, despite the most rigorous search, a few of the smaller institutions of the Western Hemisphere escaped their notice. In subsequent editions these omissions have been corrected, and libraries, societies, and museums added, so that the fifth edition, that of 1895-96, is a remarkably valuable source of information. Since this report of the Bureau of Education contains direct information concerning the higher institutions of learning in the United States, they have been omitted from the following lists, which are devoted exclusively to foreign institutions.