Educational Benefactions in 1902.

The most important gift of the past year for educational purposes, not alone as regards the amount of money involved, which was the greatest ever yet given to that end, but in regard to its far-reaching purpose, was that of Cecil Rhodes. By his will, after the payment. of certain large bequests, he left the residue of his estate, which has been esti for the betterment of Oxford Uni feature of this was his purposed es $1,500 each, which were to be countries, to enable youths to be ties, to enjoy the advantages of a learning. Among these he settled State of our Union. This bequest opinions. Some maintain that Amer tion necessary for them at our own others, notably instructors in our ford would be of great benefit to giving them a broader outlook and Intercourse with the ripe scholarship the final outcome will be is yet un ing of all the German university or cided that the members of these as with the Rhodes scholarships. This averse to accepting the proffered low their example. Thus it seems Rhodes's dream of extending the prove to be beyond realization.

For many years the name of mind of the people with large en But in nothing is it more likely to than in connection with Mrs. Phoebe the University of California. This

mated at not less than $50,000,000, versity, England. But the unique tablishment of scholarships of awarded to residents of various selected by certain specified authorlcourse at this old English place of that two were to be awarded to each has called forth many and varied ican youths can obtain all the educacolleges and universities. while colleges, claim that a course at Oxthe fortunate young men selected, widening their mental processes by of the Old World masters. What settled. At a representation meetduelling clubs it was recently desociations would have nothing to do means that German students will be benefits, and other nations may folmore than probable that Mr. ideas of British civilization

will

Hearst has been associated in the terprises and public-spirited projects. be held in permanent recollection Hearst's magnificent donations to institution, started in 1853 as Я

Mrs. Leland Stanford. abandoned, was revived under an was chartered and received an ensectarian institution. When Mrs. building in memory of her husband, tectural problem was one that detion with various authorities she hoped would bring the best archisolution. It did so, and the result scheme of competition was devised, in which $15,000 was distributed in tracted 98 competitors. By succesfinally reduced to 11, 6 Americans, These had six months in which to petition. This was decided at San Bernard, of Paris, was unanimously prize of $10,000. The other prize Hombortle, of New York. $4,000; $3,000; Howard & Cauldwell, of Hill, of New York, $1,000. The November 19, 1902, by Mrs. Hearst one of the Regents of the Universon. Congressman William Randolph Ide Wheeler, president of the unihundreds, for they are not only proud Hearst with much affection. The Godmother," so often has she held tion. The building is to be dedicated and will be built of the strongest the California hills. When comest, but the most completely

Congregational school, and soon act of Congress in 1862, and in 1863 dowment from the State as an un Hearst decided to erect a college the late Senator Hearst, the archi manded attention. After consulta decided upon a plan which it was tectural skill of the world to its was eminently satisfactory. A comprising a first and open contest, prizes. The open competition at sive winnowings the number was 3 French, 1 Dutch and 1 Swiss. prepare designs for the second com Francisco, and the design of M. chosen as the best. He received a winners were Howells, Stokes & Desprasdelles & Codman, of Boston, New York, $2,000; Lord, Hewlett & cornerstone of the building was laid acting in her official capacity as sity. She was accompanied by her Hearst, of New York, and Benjamin versity. The students were there in of the university, but regard Mrs. women students call her "The Fairy out a helping hand to the institu to the use of the College of Mines, and cleanest stone to be found in pleted it will be not only the larg equipped building devoted exclusively to the study of mining engineering in the world. The purpose to which the building is to be devoted was well stated in Mrs. Hearst's words on this occasion, when she said: This cornerstone is laid in honor of an earnest student of mineralogy, a practical miner, a man who measured men by their truth, and methods by their honesty. It is our sincere hope that the government work of the Hearst Mining Building will add to the world's scientific and practical knowledge, and that students may be here inspired to realize the highest ideals of labor." Mrs. Hearst's interest in education is not confined to this single institution. The Boys' Home Kindergarten in San Francisco, and the Phoebe Hearst School for

Girls in Washington are among her beneficiaries. She has contributed liberally to the work of the University of Pennsylvania, and she built and helps to maintain the Hearst Free Libraries at Aanaconda, Mont., and at Leadville, S. D.

Another California woman who has shown great liberality toward educational purposes is Mrs. Leland Stanford. All the world knows of the great university founded in memory of her son, Leland Stanford, Jr.. who died in 1884 at the age of sixteen, the most richly endowed educational institution in the world. The founder, her husband, the late Senator Stanford, expressed the purpose of the institution in these words: "I would have this institution help to fit men and women for usefulness in this life by increasing their individual power of production, and by making them good companions for themselves and others." Since Senator Stanford's death Mrs. Stanford's sole aim in life has been to increase the usefulness of this institu. tion. She has given to it nearly her entire private fortune, and a little over a year ago transferred to it property valued at from $28,000,000 to $30,000,000, the largest endowment ever given up to that time by one individual for educational purposes.

As is well known, Mr. J. D. Rockefeller is a liberal helper in the cause of education. He has given some $10,000,000 or $12,000,000 to the University of Chicago, besides several hundred thousand dollars to other institutions. Among his principal gifts in 1902 were $250,000 to Cornell University, $200,000 to Oberlin College, $150,000 to Newton Theological Seminary, $100,000 to Rochester University, and $25,000 to Bucknell University.

Andrew Carnegie has given some $70,000,000 for the cause of education, including, of course, his gifts for libraries, which is a favorite method of his for reaching the people with educational facilities. Up to May 1, 1902, a list of his gifts, as revised by himself, shows that Canada had received $876,500, Cuba $252,000, England $670,000, Ireland $65,500, Scotland $13,078,750, and the United States $52,270,173. Mr. Carnegie's largest donations were $10,000,000 to found a fund in Scotland providing a college education for those who wish it but lack the money, $10,000,000 for the establishment of a national university at Washington. $5,200,000 for libraries in New York City, $7,250,000 to the Carnegie Institute at Pittsburg, Pa., $4,000,000 to the Pittsburg pension fund, and $1,000,000 to the St. Louis library.

In addition to the great benefactions of these generous givers, small sums given by people unknown to the public at large make a great aggregate. The following table shows the amount given in 1902 for this cause. But there are some noteworthy gifts not included in the table, among which the following were the more important: American residents of Montreal gave $9,000 to McGill University to found a political science fellowship in honor of President McKinley; Oberlin College raised $300,000. thereby securing the conditional gift made by J. D. Rockefeller; Notre Dame (Ind.) University received a valuable collection of books and paintings from Mgr. Sloan; the Philadelphia Academy of Fine Arts received a bequest of $500,000 from Mrs. Priscilla P. Casson; the descendants of Peter Cooper gave to the Cooper Union $300,000, and Andrew Carnegie gave a like sum; Mr. Carnegie also gave to the Carnegie Institution $10,000,000 in bonds; General Horace Carpenter gave Columbia College $100,000 toward a chair of Chinese literature, in addition to a like sum which he had already given for the same purpose, and a high Chinese official gave 6.000 rare books for the same purpose. J. D. Rockefeller, having offered Harvard $1,000,000, on condition that friends of the university raised $500,000, Mrs. C. P. Huntington gave $250,000 toward the sum; Mrs. Lulu Carrier left $50,000 to Columbia and $100,000 to Yale. to become available at the death of another legatee; Andrew Carnegie gave the Stevens Institute of Technology $100,000; Adolph Lewisohn gave $75,000, and Nathaniel Myers $5,000 to the Hebrew Technical School for Girls in New York; an anonymous gift of $250,000 was made to the Cooper Union Institute; the gift of $150,000 by the late William Lampson, of Rochester, to Yale, is to be used for a new building: George Smith, of St. Louis, left Harvard $450,000; George L. Littlefield bequeathed to Brown University $500,000; the money necessary to make J. D. Rockefeller's gift to Barnard College operative was raised, with an additional $50,000, to which Mr. Rockefeller added a like sum, making the total amount $500,000; Newton Theological Seminary of Boston raised $300,000; a rich American woman in Paris gave to Chicago University $200,000 to establish a French school of pedagogy; Mrs. Ann Eliza Walsh, of Brooklyn, gave $450,000 for the education of candidates for the Roman Catholic priesthood; Mrs. Jane L. Stanford transferred by deed to Stanford University $30,000,000 in bonds, stocks and real estate. The settlement of the Fayerweather will fight distributes money as follows: Yale, $300,000; Bowdoin, Dartmouth, Williams, Amherst, Wesleyan. Rochester, University of Virginia, Hampton, Maryville, Marietta, $100,000 each; Columbia, Cornell, $200,000 each; Union Theological Seminary, Hamilton, Lafayette, Adelbert, Wabash Park, $50,000 each. Besides these direct bequests each of these colleges is to receive $150,000 each from the residuary estate after all the other legacies are paid. About $1,225,000 will also be distributed among some thirty other educational institutions, mostly women's colleges.

CONSOLIDATION OF THE COUNTRY SCHOOL.

There has been a great deal of discussion for some years as to the advantages to be derived from the consolidation of country schools. Under the present conditions it is necessary for the farmer to move to the city to secure for his children the advantages of a graced school, for it is impossible for two or three teachers in a rural district to carry on a proper graded system. It is thought that the consolidation of rural schools will solve the problem. This plan contemplates the disorganization of small districts and uniting them into one strong, well graded school.

Consolidation is proving a success in, notably, Ohio, Indiana, Iowa, Minnesota, Nebraska and Kansas. In several of these States plans have been adopted for providing transportation for the children who live too far to walk to the central school, and the system of wagons provided has been found to exercise a strong influence over the children, inspiring them with better ideas of their relations toward each other and their schools, and bridging the gap between school and home.

Wis

It is pointed out that the economic waste of the "little red schoolhouse" even in thickly-settled districts, is much greater than the taxpayers have ever been told. In Wisconsin, in 1901, there were 316.833 pupils enrolled in the rural schools, and the average daily attendance was only 179,913, or 56.7 per cent. consin has found that the centralization of the schools has saved money for the State. In Ohio the schools of thirty-three townships are now fully centralized, and there is partial consolidation in 150 others. In Indiana 2,599 children are now transported regularly to and from school. Michigan permits only the centralization of country high schools, while Iowa, Kansas, Nebraska, Minnesota and the two Dakotas have established systems more or less advanced. In New England the centralization of the rural schools has been going on for the past 50 years, and the transportation plan has been carried on successfully. In the South. Georgia, North Carolina, Florida and Tennessee have shown themselves in favor of some plan to reduce the number of schools and the expenses attending rural instruction.

The International Court of Arbitration.

The International Court of Arbitration is a permanent court which is supposed to be ready at any time to consider and arbitrate any international disputes which may be brought to its attention by the nations in interest. Fifteen nations, including all the great maritime powers, are parties to the treaty, the only countries not represented being Bulgaria, Montenegro, Persia, Siam and Switzerland.

The organization of this permanent court was provided for by the International Arbitration Treaty which was adopted by the Universal Peace Conference in 1899. The leading and more important provisions were