with older studies is argued with great force and entire conclusiveness. As an example of the vigor with which the claims of these several subjects are presented, we quote what President Eliot says about the study of English:
And now, with all this wonderful treasure within reach of our youth, what is the position of American schools and colleges in regard to teaching English? Has English literature the foremost place in the programmes of schools? By no means; at best only a subordinate place, and in many schools no place at all. Does English take equal rank with Greek or Latin in our colleges? By no means; not in the number and rank of the teachers, nor in the consideration in which the subject is held by faculty and students, nor in the time which may be devoted to it by a candidate for a degree. Until within a few years the American colleges made no demand upon candidates for admission in regard to knowledge of English; and, now that some colleges make a small requirement in English, the chief result of the examinations is to demonstrate the woeful ignorance of their own language and literature which prevails among the picked youth of the country. Shall we be told, as usual, that the best way to learn English is to study Latin and Greek? The answer is, that the facts do not corroborate this improbable hypothesis. American youth in large numbers study Latin and Greek, but do not thereby learn English. Moreover, this hypothesis is obviously inapplicable to the literatures. Shall we also be told, as usual, that no linguistic discipline can be got out of the study of the native language? How, then, was the Greek mind trained in language? Shall we be told that knowledge of English literature should be picked up without systematic effort? The answer is, first, that, as a matter of fact, this knowledge is not picked up by American youth; and, secondly, that there never was any good reason to suppose that it would be, the acquisition of a competent knowledge of English literature being not an easy but a laborious undertaking for an average youth—not a matter of entertaining reading, but of serious study. Indeed, there is no subject in which competent guidance and systematic instruction are of greater value.
The Past and Present of Political Economy. By Richard T. Ely, Ph.D. Baltimore: N. Murray. Pp. 64. Price, 36 cents.
This is a contribution to the "Johns Hopkins University Studies in Historical and Political Science," edited by Herbert B. Adams, and constitutes No. III of the second series. The scheme of publication is an important one, but it contains no contribution more valuable than this monograph on the present condition of political economy by Dr. Ely.
There is unquestionably a good deal of confusion of mind among general readers in regard to the present condition of the so-called science of economics. While the subject continues to rank, as it has long ranked, as a branch of science with its accredited text-books, and its status in the curriculum of higher collegiate study, on the other hand many articles have latterly ap-