ment at No. 7032 Ridge Street, to-day," but at the beginning of their story, "how Patrick Healey met Mary McCormick on the emigrant ship seven years ago." If we can't have science and must have crime, let us have the human story, not as Shakespeare gave Othello's, but with some sense of the growth of love through jealousy into hate and despair. There is some mighty good reporting in literature, and that I would see taught as reporting, not literature. Let us have more of the mere telling, less of the literature; if the young writers would learn to report, the literature might be left to the Lord. My experience of the college graduates on newspapers was that they were so full of inspiration from literature that they had no eye left for the inspiration of life, and thus, bent on the literary career, they missed both that and the news.

Teach English, of course, the spelling of it, the punctuation, the grammar, rhetoric, and etymology. But teach it, somehow, as it is not often taught in colleges now. Why not begin with the use of it? The fact first, cold and hard, but the student's very own, and simply stated in the student's own way; then the humour or the pity of it genuinely felt and imagined; then the idea, perceived and put true. Never mind the style. Like murder, that will out, if it is in the man. Hammer out of the student only clearness; the rest leave to him and the facts, and-to the brutal copy desk where "fine writers" are killed and only fine men who write escape.

Teach ethics, not alone the ethics of journalism. Teach ethics and teach it so that it will stick. The School of Journalism cannot make good men any more than it can make good journalists. You cannot teach sincerity and humour, but you can teach the poverty of cynicism and the meanness of lying and "faking," and you can make men who cannot be bad and be happy. Now we have editors who "roast" with a serene conscience public men who submit to "pulls," the while they and their own newspapers are "pulled" all to pieces. Tell the future. journalist what his special temptations are going to be, how the advertiser, as well as the party leader, asks to have reading notices inserted and proper news suppressed—and tell him this so that,

though he may surrender, his surrender will be with all the discomfort of guilty knowledge. In brief teach him special ethics with the special morals of his craft. This for himself. For his newspaper he will need, moreover, ethics, plain everyday ethics, and this also should be backed with morals; and so also he has need of the ethics of other professions and businesses, and their moral, which differ most surprisingly, those of the merchant from those of the politician, those of the promoter from those of the banker and the lawyer and the physician. The journalist has to understand other men, how they differ and how very like they are, and often he has to judge them. He could judge the harder for a sympathetic knowledge of their customs, temptations, and the atmosphere in which they live. The way to reach a politician is to reach his politics-the sins of his craft which he knows are sins.

Teach the sciences. Here is a great unexploited field for journalism and there is room in it (as the Sunday newspapers show) for specialisation almost as various as science itself. Suppose a man should study botany with the purpose of reporting it all his life. He would ground himself in this science as thoroughly as the man bent on original research; he would learn the "lingo," the methods, master the "literature," and open his mind to its lesser and greater queries. But if he were a student in the School of Journalism, he should be translating all he learned into English through a mind kept open to the interests of other men. Adding to accuracy imagination, he would spend a useful life (and make money) telling us plant "stories," their lives and habits; the pursuits and triumphs of the botanist and the philosophy of botany. If we had had such a man in chemistry, we should not have had to wait so long to find out what Professor and Madame Curie know about radium. Oh, I know I am asking for John Burroughs. But that is not asking too much. Why should not more of the half educated, wholely wholesome and beautiful men we all know, be such as he? Not so wonderful, yet true, gentle, understanding reporters.

Teach law, but teach it for a man's use, not a lawyer's, so that the reporter can report trials and interpret opinions cor

rectly and intelligently, and so that edi

finance, and politics-and government

Teach history, but teach it with an eye on to-day, and teach the history of to-day with an eye on the history of the past. Give special courses on the history of the East and the Far East for correspondents and editorial writers. And why should not students ambitious to become correspondents have the rudiments of war; the history of diplomacy; international law, etc., etc.? I remember well the time when I wished that my college course had included finance in its relation to Wall Street and the Treasury Department, to railroads in operation, and trusts in their upbuilding. But I can remember many courses which I wish I had known when I took them were good not in themselves alone.

Any university has the beginnings of a School of Journalism. A professor of journalism who was man enough to judge by the instructor as well as the subject could probably designate, several courses fit for the future journalist to take. So he might find others which, unintelligently taught, but necessary, might be supplemented by the professor of journalism himself; he to point out the human significance of the subject-matter of the course. Add to these courses in subjects like geography, practical politics, the ethics of journalism, modern industrial problems (like labour studied by a man in the field and taught for field work)-these, if all made writing courses, would come pretty near rounding out the school for general purposes. But this scheme would not furnish what is very much needed, courses, possibly post-graduate, for what is sure to come, the specialist in journalism of whom I have spoken. The business in nearly all its branches, books, magazines, and journals is in need of trained historians, geographers, economists, experts in

of writers who know the arts, music, painting, and literature; and can interpret the works thereof. The United States with all its book reviewers, has not one such critic of literature as Russia has two or three of, a guide to both writer and reader.

It

Something has been said about teaching the business and mechanism of newspapers. This is not very important. It is not true that we all learn it all in the course of business. The newspaper man in a small place may "pick up" knowledge of all branches of the business, but he does not do it in the great cities. might be worth while to run a newspaper in connection with the school, and it might be well worth while if it printed, besides the gossip of the campus, the news of the colleges; if it reported the laboratories as well as the training table. But one very serious service of the School of Journalism might be rendered by a study of journalism. A self-made business journalist is full of crass theories and blind cock-sureness. One man who is a successful manager will tell you that the thing to do to succeed is to print local news detailed, petty neighbourhood news; and he can point to examples to prove his theories. Another will say you have to have but very little news, only interesting reading, and he can point to examples of success along those lines. None of them knows the whole business, nor just why he succeeds or why he fails. Each knows something well, and they all know a great deal. If a trained _man could go to all of them, get from each his best knowledge of experience, and were big enough to apply it all or the substance of it all, he certainly could teach them all something, and he might make a great newspaper. Some one should gather the experimental knowledge, analyse it and sum it up.

there are the foreign journalists; we Americans despise them, but they know something. Let the College of Journalism find out what it is and teach it to us. In a word, teach journalism, yes, but learn it first, somebody.

Lincoln Steffens.

nise, but which the world has now been admiring for a generation-and always ready to accept the responsibility which such a gift from heaven entails; of an earnest and untiring student of life and its problems; of a warrior, never swerving nor flinching; of a man self-contained and self-sufficient, yet warm at heart, scourging his fellow men and women for their frailties and follies with bitter, scathing satire, yet chivalrous and kindly -a striking figure, full of interest and full of sympathy.

without much difficulty find ancestral traits of different nationalities blend and reappear in Henrik Ibsen. His parents, Knud Henriksen Ibsen and Marichen Cornelia Martine Altenburg, were married on December 1, 1825, and their first child, Henrik Johan Ibsen, saw the light on March 20, 1828, in the small Norwegian town of Skien, in a house on the market place, called Stockmann's House, which was destroved in the big fire of August, 1886. The four sides of the square were closed in by buildings, and