phatically, "Where do its knaves and rascals come from? We do not make them; you send them to us from all parts of the nation." But the argument was not helped by the retort, for it is quite immaterial whether Washington breeds its scoundrels or imports them. If our republican system is one that sifts out its most venal and unscrupulous intriguers and sharpers, and gathers them into one place, it is questionable whether that place had better not be avoided as the seat of a great model university—especially if said intriguers and sharpers are to have the management of it.
ELECTIVE STUDIES AT HARVARD.
In an instructive article upon this subject, the Nation says: "There was a vague but very general impression, a few years ago, that, if the elective system were introduced into the older American colleges, the practical sciences, as they are called, especially physics, chemistry, and natural history, would crowd out the study of the ancient languages. There was also a feeling that the obvious utility of the modern languages, and particularly of French and of German, would help to throw the "dead languages" into the background. A great many enthusiasts fancied that the good time a coming was at hand, when books would be thrown aside, and all intellectual activity would be narrowed down to the study of physical Nature; and so much noise has been made about the natural sciences that a great many people undoubtedly think this is the principal if not the only subject taught where an elective system prevails."
To submit this matter to a test, and "ascertain what it is that the mass of students feel the need of most and flock to most when the choice is left entirely to themselves," the Nation overhauls the university catalogue of Harvard for 1872-'73, and presents the statistics which bear upon the subject. The "elections" of subjects of study or choices of the students are shown in a succession of tables, the last of which divides the college studies into "disciplinary" and "practical," and exhibits the results as follows:
| DISCIPLINARY STUDIES. | ||
| Ancient languages | 100 | |
| History | 87 | |
| Mathematics | 21 | |
| Philosophy | 15 | |
| Political science | 12 | |
| ——— | ||
| 185 | ||
| PRACTICAL STUDIES. | ||
| Modern languages | 80 | |
| Physics and chemistry | 37 | |
| Natural history | 28 | |
| ——— | ||
| 145 | ||
"By this arrangement the disciplinary studies preponderate over the practical in the ratio of 185:145 or 100:78."
Upon this the Nation proceeds to remark: "The figures show conclusively that, in spite of the crusade which has been carried on against the ancient languages, they are still full of vitality, still a power, still a popular study, and, in fact, the greatest interest in the little college world. As our inquiry is purely numerical and statistical, we do not ask why the students make the selections they do. Doubtless, the reasons are not very obvious; still, one fact is plain, that they are not guided wholly by utilitarian views."
Now, if the Nation had looked a little into the "why" of this matter, we are sure it would have found the reasons for this state of things obvious enough, and, although it might have somewhat qualified its conclusion, it would have made the statement more valuable. The number of votes cast at an election is usually an expression of public opinion, but, if in any case there happen to have been military interference and dictation, the numerical report of ballots cast, if taken alone, would be misleading. We are told that
