Part 19

To a layman the case for the defence seems simple. Here is no shining opportunity for the idealism of the scientist who, preferring to give to humanity the fruit of his works, refuses to patent discoveries made in the university laboratory. Nor is there in such an instance any question of aid to a disinterested “seeker after truth.” A professor of Greek will gravely spend several hours in answering a village clergyman’s question about the New Testament “baptism.” The historian himself will take the free hours of several days to make out reading lists for a woman’s club. But why should one man who is making his living give time and work freely to another man who is going to use them to increase his earnings? The professor’s salary, unadorned by inherited capital or wife’s dower or extra work, is not a living wage. He has to endure the annual appeal to humanitarian alumni to consider his needs, the reiterated disclosures of his poor economies and poorer expenditures. Why should he not take from a lawyer’s pocket, rather than from a “donor’s,” in return for desirable goods, money which will pay part of his expenses to the next meeting of that learned society before which he is to read an unmarketable paper?

Why, indeed? we seem to hear the college professor echo. There is no reason save that he likes learning without courtesy, as little as religion without charity--and courtesy, like charity, makes no exceptions.

_Simplified Spelling_

While Germany is fighting in disregard of International Law, and the allies fighting in its defence, it is a good time to impress a very powerful consideration for simplifying English spelling.

Probably the strongest reason why International Law has developed so much more slowly than law in the separate nations, has been the greater difficulty of the nations understanding each other, and this is rapidly disappearing under increased facilities of intercommunication. Apparently there is no agency in sight which would promote this as much as an international language. Many considerations nominate English for the place: not only do more people speak it already than speak any other civilized language; but quite probably more people not born to it, speak it. Of all civilized languages, it is by far the simplest in its inflections and the richest in its vocabulary, and contains most words already contained in other languages. As a possible world-language, it far surpasses them all, except in the difficult inconsistencies of its spelling; and many devoted men, including virtually all the leading authorities, are now working hard to remedy these, perhaps their strongest motive being, as it is that of their most generous supporter, the interests of peace.

* * * * *

And now for a few words regarding some details of the simplification, which wil contain a few examples of mildly impruuvd forms, insted of the most outrageusly inconsistent of the uzual wons. Those we uze wil be inconsistent enuf in all consience.

Of experienses discuraging to those who favor the reform, the worst we hav encounterd has been in the letrs from members of the Simplified Spelling Board which hav bin evoked by our articls. Probably not one in five of those letrs has containd any new forms whatever, or at least enuf to be notist. If the anointed aposls of the reform don’t bac it up any betr than that, those who oppose it hav occasion to rejoise. On the other hand, the letrs from som of the faithful who really wer faithful, wer deliberately impruuvd until they wer very funny, tho very probably our grandchildren woud not find anything funny in them.

If the reform ever coms, it now seems most likely to com thru peepl getting so familiar with the milder impruuvd forms in correspondence, advertisments, and prospectuses, that they wil be reddy to giv their children a consistent scooling.

In such ways, and thru argument and right reson, probably there may gro up, in time, approval enuf to start the better forms in som scools, and when that is don, the spred and establishment of such forms seems inevitabl.

But there wil be som difficultys that ar obvius even now. Inevitably at this stage, experts ar qarreling among themselvs, tho qarreling is hardly the term: for the differenses ar in the best of temper. It is a question whether enuf new forms ar yet agreed upon, even by those who attemt thurro and consistent reform, to make possibl a scool-bouk that woud succeed. The foregoing sentence givs som illustrations. The word we spel as _thurro_ is spelt by the S. S. B. as _thoro_, and by the S. S. S. as _thuro_. The word we spel _woud_ is spelt by the S. S. S. as _wood_, and the S. S. B. leavs it alone, after som tentativ votes that resulted in _wud_. _Wood_ is excellent if identity with present practis wer desirabl, but if _wood_ is right (_riit?_), how about _food_ and _door_, and how, in any case, about using _o_ to express a _u_ sound? The S. S. S. setls part of the difficulty by keeping _wood_ as now, and making _food_ = _fuud_, and _door_ = _doer_. The present _doer_ (won who duz) it makes _duer_. With _fuud_ and _duer_ we agree; but with _doer_ for _door_ we don’t: we think _door_ as it is, is as good as possibl, and think that _coast_, _ghost_, _globe_, _lore_, etc., would be vastly impruuvd if they wer made uniform and to agree with door, thus: _coost_, _goost_, _gloob_, _loor_.

It is a question wether reform had betr wait for a betr agrement of experts, or wether there is now enuf agrement to justify anybody’s going ahed with his share of it, and such personal extras as his consience reqires (_reqiirs_?) him to ad; and letting everybody’s personal extras fight (_fiit_?) it out to a survival of the fittest.

INDEX THE UNPOPULAR REVIEW VOL. II

[_Titles of Articles are printed in heavier type. The names of authors of articles are printed in italics._]

A., Miss, 160-162.

=Academic Courtesy=, 441.

=Academic Donors, A Post Graduate School for=, 213.

=Academic Leadership=, 132 --uneasiness of mind among thoughtful men; its significance and character, 132-133 --present small regard for scholarship, 134 --education and society, 135 --need of discipline; failure of language and science courses, 135-137 --superior discipline of classical studies, 137 --“efficiency,” 138 --lack of academic solidarity, 138-139 --value of common background of the classics for social efficiency, 140 --Elyot’s _Boke Named the Governour_ quoted, 141-142 --the Magna Charta of education, 142-143 --intellectual aristocracy the basis of English education, 143-145 --the aristocratic principle embodied in Greek and Latin literature, 145-146 --liberty and distinction, 147-148 --real service of the classics in education, 148-149 --duty of the college to mould character and foster leadership, 150-151.

Addams, Jane, 5-6.

=Advertisement=, 216.

Advertising, 246.

Agriculture, 240.

_Allinson, Mrs. F. G._, ‘Academic Courtesy,’ 441; ‘The Muses on the Hearth,’ 189.

Americanism, 128.

Anarchists, 231.

Angell, Norman, 403.

Arbitration in New Zealand, 29.

Asquith, H. H., 402.

Associated Press, 230.

Austria. _See_ War.

B., Madame, 388-389.

Balkans. _See_ War.

Bartlett, Geo. C, 153-156.

Bax. _See_ Morris and Bax.

Beer, 259.

Belgium. _See_ War.

Belloc, Hilaire, 332.

Bergson, Henri, 184.

Bernhardi, General, 201.

Bismarck, 405.

=Blues, On Having the=, 301 --gloomy persons, 301 --superior persons and the blues, 301-302 --a fallacy, 302-303 --depression a result of weak nerves, 303 --folly of fearing disaster, 303-304 --blessings in disguise, 304-305 --moral benefits of the Sicilian and Calabrian earthquakes, 305 --worst blues, 306 --uncertainty as to the goodness of nature, 306 --borrowed troubles, how to avoid, 307-308 --over-refinement in work, 308 --value of sleep, 309 --on “rising superior,” 309-311 --keeping busy, 310 --faith in immortality, 311-312 --the Providence that helps, 312-313 --have reasonable since life is reliable, 313 --brooding on death, 314 --the normal feeling toward it, 315 --mourning customs, 316 --proper preparation for the end, 316-317.

Bosnia and Herzegovina. _See_ War.

_Brewster, William T._, ‘The Principles and Practice of Kicking,’ 318.

_Bruce, H. Addington_, ‘Our Debt to Psychical Research,’ 372.

_Bumpus, H. C._, ‘Trade Unionism in a University,’ 347.

Burrows, C. W., 207.

Butler, Nicholas M., 365.

Cattell, J. M., 358.

Charcot, J. M., 389-390.

=Chautauqua, Lecturing at=, 116 --personal point of view, 116 --sudden summons, 116 --arrival, reception and hotel, 117 --early swim, Hall of Philosophy, lecture on Poe, 118 --the settlement and its depressing effect, 119 --relief map of Palestine, 120 --various emotions, fame, embarrassment, 120-121 --secret of the art of lecturing, 122 --steamboat ride, Bemus Point and drinks, 123 --Sunday and forbidden recreations, 124 --life at the hotel, 125-126 --Higgins Hall, 126 --the point of conversion to a liking for the place, 126 --listening to lectures, 127 --pathetic pursuit of culture by the elderly, 127-128 --Americanism of the people, 128 --Chautauqua a genuine democracy, 128-129 --economic conduct of the Institution, 129 --teas and picnics, 130 --a reception; pleasant memories, 131.

Chesterton, G. K., 319, 332.

Chicago anarchists of 1886, 231-233.

Christian Science, 71.

Civil War, 411.

Classics in education, 132.

Colleges, 189, 356.

Comer, Mrs., 273.

Commercialism in college professors, 441.

Competition, 246.

Conventionality, 280.

Corporations, 80.

Culture, 127.

=Curse of Adam and the Curse of Eve, The=, 266 --some opinion on women and marriage, 266-268 --drudgery in man’s life and woman’s, 268-269 --woman’s freedom, 269-270 --women and war, 270 --differentiation of men and women the best product of civilization, 271 --and more important to woman than to man, 272 --chastity, 272 --effect of Feminism on women, 273 --the dress of men and women, 274, 275 --distinctive titles for married and single women, 276 --married names of women, 276, 277 --sex war, 277, 278 --self-sacrifice in man and woman, 278 --value of matrimony, 278 --answer to Feminism, 278-279.

Death, 314.

Democracy in Education, 356.

Democratic individualism, 246-247.

Demos, 248.

Dickinson, Lowes, 384, 430.

=Disfranchisement of Property, The.= _See_ Property.

Distribution, 245.

Domestic science, 189.

Dreams, 152.

Du Prel, 157.

Education, 134, 189.

=Education, Monarchy and Democracy in=, 356 --anomaly of educational monarchy in America and educational democracy in Europe, 356-357 --difficulty of the discussion, 357-358 --origin and growth of monarchy in colleges, 358-359 --evils of this condition, 359-360 --objections against faculty legislation, discussed, 360-363 --what college professors wish, 363-365 --relation of professors and president, 365-366 --what might be learned from business methods, 367-368 --presidential prerogative, 368 --why professors are discouraged, 369-370 --ground for hope, 371.

Electricity, 244.

Eliot, Chas. W., 139, 369.

Eliot, George, as control, 168-174.

Ellis, Havelock, 184, 185.

Elyot, Sir Thomas, 141.

=En Casserole=, 205, 440.

England. _See_ War.

Essex Junction, 92.

Eugenics, 60.

Europe. _See_ War.

=Experiment in Syndicalism, An.= _See_ Syndicalism.

Farmers. _See_ Agriculture.

=Femina=, 271.

Feminism, 266.

=Feudalism, A Stubborn Relic of=, 21 --tipping a survival of feudal relation, 21 --Europe and America, 22 --ideal and practical ethics, 22-23 --is tipping almsgiving? 23 --position of servants, 23-24 --reasonableness of tipping, 24-25 --rich and poor, 25 --private families, 25 --progress toward ideal condition, 26 --moderate tips legitimate, 26-27 --wider application, 27 --impracticability of socialism, 27-28.

_Fisher, Dorothy C._, ‘The Gentleman-Sportsman,’ 334.

=Flatland, The Way to=, 59 --“Life Extension” movement, 59 --university efficiency proposition and Harvard University, 59-60 --eugenics movement, 60-61 --prohibition, 61-62 --flatness and superficiality of prevailing thought, 62-63 --loss involved in applying factory methods to university life, 64-65 --loss to human dignity and rights involved in the eugenics propaganda, 65-67 --significance of the prohibition movement and its impairment of personal liberty, 67-69 --“Life Extension” movement, 69-70 --the body as a machine, 70 --concern for health, 71 --periodic examinations and liability to errors in diagnosis, 71-72 --greatest objection an invasion of personal liberty, 72-73 --character of these movements and what they indicate, 73-74.

=Fly Time, Philosophy in=, 209.

Foster, Chas. H., 152-156, 159, 160.

France. _See_ War.

Francis Joseph, 405, 429.

_Franklin, Fabian_, ‘Some Free-Speech Delusions,’ 223; ‘The Way to Flatland,’ 59.

Freedom of the press, 223, 230-231, 233.

=Free-Speech Delusions, Some=, 223 --new martyrdom of certain agitators, 223-224 --factitious grievances of the I. W. W., 224-225 --the hunger strike, 225-228 --range and limits of freedom of speech, 226-227 --true and false doctrine of free speech, 228-229 --J. S. Mill quoted, 229 --confused and shallow thinking on the subject, 228-230 --illustrated by the notion that the newspapers suppress news, 230-231 --illustrated also by the notion that the Chicago Anarchists of 1886 were unjustly convicted, 231-233 --duty of intelligent men, 233-235 --underlying reason for free speech, 235.

Galsworthy, John, 332.

Gary, Judge, 233.

=Gentleman-Sportsman, The=, 334 --reasons for killing lions in Africa, 334 --“unsportsmanlike” methods, 334-335 --“giving the game a chance” compared to the cats playing with the mouse, 335-337 --cat nature and man’s nature, 337-338 --true principle as to destroying life, 339-340 --place of sportsmanship and hunting in modern life, 340-342 --better ways of securing excitement, 342-343 --waste of physical courage, 343-344 --candor needed, 344-345 --danger to young minds in the hypocrisy of sport, 345-346.

Germany, 199. _See also_ War.

_Gerould, Katharine F._, ‘Tabu and Temperament,’ 280.

Gilman, Charlotte P., 270, 271.

Goodrich-Freer, Miss, 381-384.

Gosson, Stephen, 327, 328.

Greek and Latin, 132.

Grey, Sir Edward, 401, 402, 434.

Gurney, Edmund, 174, 376.

Habay, Juliette, 270.

_Hamilton, Clayton_, ‘Railway Junctions,’ 91 --‘Lecturing at Chautauqua,’ 116.

Hapsburgs, 405.

Harden, Maximilian, 202.

Harvard University, 60.

“Harvey,” as control, 160-162.

Hell, 314.

Hodgson, Dr. Richard, 164-167, 170-174.

Hohenzollerns, 406.

Holland, Mrs., 167.

Holt, Emily, 385.

_Holt, Henry_, ‘Advertisement,’ 216; ‘Hypnotism, Telepathy, and Dreams,’ 152; ‘On Having the Blues,’ 301; ‘Philosophy in Fly Time,’ 209; ‘Simplified Spelling,’ 217, 442; ‘Special to our Readers,’ 205, 440; ‘A Stubborn Relic of Feudalism,’ 21; ‘A Suggestion Regarding Vacations,’ 216; ‘The War: By a man in the street,’ 429.

Howells, W. D., 105.

Hunger strike, 225-228.

Hunting, 334.

Hypnotism, 375.

=Hypnotism, Telepathy and Dreams=, 152 --some of Foster’s dreams, 152-156 --possession, 155 --explanation attempted, 156-157 --where do dreams come from? 157 --the cosmic soul, 157-159 --Wm. James on matter and mind, 158 --a hint of the explanation of hypnotism, 159-160 --Stillman’s story of Turner and Miss A. under “Harvey” as control, 160-162 --telepathy and teloteropathy, 162-163 --Mrs. Piper and some manifestations of free interflow of minds, 163-174 --story of A. and B., Mrs. Piper’s sitting with George “Pelham” as control, 164-166 --cross-correspondences, Mrs. Verrall and Mrs. Holland, 167 --Piper sittings with George Eliot as control, 168-174 --sensitives and their dream-life experiences, 174-175 --what are personalities? 175-177 --postcarnate life, 176 --our dream life and its indication of the postcarnate, 177-181 --the cosmic soul as an explanation of dreams, 181-183 --Lombroso on dreams, 183 --dream life as an evidence of immortality, 184 --Ellis and Bergson quoted, 184-185 --Nature and immortality, 185-186 --new moral and intellectual interests, 186 --new evidence for immortality, 186-188.

Hysteria, 389.

Immigration, 45.

Immortality, 184-188, 311.

Industrial decentralization, 243-245.

I. W. W., 224, 225, 238.

International language, 443.

International law, 437-439.

=Investments, Unsocial=, 1 --new social conscience in reality a class conscience, 1-2 --excommunication of special property interests, 2-3 --instances of such excommunication, 3-4 --private ethical problems arising, 4-7 --Jane Addams’s solution, 5-6 --how we dispose of the saloon, 7-8 --unfit tenements, 8 --the loan shark, 9 --mistaken method of suppressing anti-social interests, and consequences, 10-11 --the principle of compensation, 12 --its expediency, 13 --superior claim of expediency, 14 --public share in evils of anti-social interests, 14-15 --growth and change of majority opinion as to illegitimate industries, 15 --liquor question, cold storage, artificial butter as instances, 15-17 --single tax argument, 17 --legislative evils, 17 --need of security of property, 18 --relation of security of human life to security of property, 18-19 --rights of labor, 19-20 --justice of the principle of compensation, 20.

=Is Socialism Coming?= _See_ Socialism.

James, Wm., 157, 158, 174.

Janet, Pierre, 376, 387-391.

_Johnson, A. S._, ‘Setting Bounds to Laughter,’ 210; ‘Unsocial Investments,’ 1; ‘The War: By an economist,’ 411.

_Jordan, David Starr_, ‘The Land of the Sleepless Watchdog,’ 197.

Kaiser. _See_ War.

Keim, General, 200.

Kenton, Edna, 268, 269, 270, 277.

Key, Ellen, 267, 274.

=Kicking, The Principles and Practice of=, 318 --kicking in football and in metaphor, 318-319 --the pleasure of kicking, muck-raking, etc., 319-320 --abuses of the pastime, 320 --crude motives, 320-322 --the object of the kick, 322 --kicking at life, 323 --futility of kicking at alleged tendencies, 323-324 --the inapposite kick at institutions, 324-325 --duty of frowning on specific abuses and impositions, 325-326 --method and technic of the kick, 326 --the reactionary kick, 327-330 --ineffectiveness of a crude technic, 330-331 --some skilful kickers named, 331-332 --sketch of the ideal kicker, 332-333.

Kipling, R., 278-279.

Labor. _See_ New Zealand.

=Labor: “True Demand” and Immigrant Supply=, 45 --economic motives for immigration in the past, 45-47 --temporary immigrants, 47-48 --Greeks, 48 --conclusion of the Immigration Commission, 48 --misconception in the argument for the indispensability of immigrants, 49 --restriction argument; wage figures, unemployment, casual labor, 49-50 --“social surplus” and its bearing on future policy, 51-52 --contract-labor exclusion, 52-53 --bureaus for ascertaining the “true demand,” 53 --embargo, sliding scale, and Burnett Bill, 54 --determining real economic need, 54 --declarations of intention to migrate, 55 --assimilation, 55-56 --a national question, 56 --international aspect, 57 --wider scope, 57-58.

Land of the morning, 413, 415, 416.

=Land of the Sleepless Watchdog, The=, 197 --the watchdog in the southwestern United States, 197-198 --a parable of Europe, 198-199 --Prof. Nippold, 198-199 --Gen. Keim, 200 --Gen. Bernhardi, 201 --Pangermanism, 201 --Harden, 202 --Germany and the war spirit, 202-203 --Europe not in favor of war, 203-204.

Larkinism, 238.

=Laughter, Setting Bounds to=, 210.

=Lecturing at Chautauqua.= _See_ Chautauqua.

Legislatures, 17, 20.

Léontine, 388-389.

“Life Extension” movement, 59.

Liquor question, 3, 7, 12. _See also_ Prohibition.

Lodge, Sir Oliver, 174.

Lombroso, 183.

_Lusk, Hugh H._, ‘An Experiment in Syndicalism,’ 29.

McCombs, Wm. F., 135, 140.

Madison, Wisconsin, 347.

Malet, Lucas, 266, 274.

Manners and morals, 284, 286.

Marx, Karl, 236.

_Mather, F. J., Jr._, ‘Minor Uses of the Middling Rich,’ 104; ‘A Post Graduate School for Academic Donors,’ 213; ‘The War: By a historian,’ 392.

_Means, David McGregor_, ‘The Disfranchisement of Property,’ 75.

Mexico, 209, 409, 419, 424, 425, 427, 436.

Mill, J. S., quoted, 229.

=Minor Uses of the Middling Rich.= _See_ Rich.

=Monarchy and Democracy in Education.= _See_ Education.

_More, Paul Elmer_, ‘Academic Leadership,’ 132.

Morgenland, 413, 415, 416.

Morris and Bax, 274.

Münsterberg, Hugo, 373.

=Muses on the Hearth, The=, 189 --the home, 189 --women’s colleges and the teaching of domestic science, 189-190 --education of girls, 190 --how to learn housekeeping, 191 --its larger meaning, 191-192 --college the place to form habits of mental discipline, 192-193 --human life back of vocations, 193 --wider vision, and deeper love of learning needed for women, 194-195.

Myers, F. W. H., 157, 174.

_Nation_, New York, 137, 356, 430.

New Zealand, industrial strike, 29.

Newbold, Prof. J. R., 168.

Newspapers, 112, 230, 248.

Nippold, Prof., 198-199.

Noise, 250.

Norton, C. E., 301.

=On Having the Blues.= _See_ Blues.

=Our Debt to Psychical Research.= _See_ Psychical Research.

Peace, 407, 409, 440.

“Pelham,” George, 164-167.

Pessimism, 263.

Phelps, E. J., 92.

=Philosophy in Fly Time=, 209.

Piddington, Mr., 167.

Piper, Mrs., 163-174.

Podmore, Frank, 375.

=Post Graduate School for Academic Donors, A=, 213.

_Powers, F. P._, ‘The Curse of Adam and the Curse of Eve,’ 266.

Poynings, Blanche, 384-386.

Press. _See_ Associated Press; Newspapers.

=Principles and Practice of Kicking, The.= _See_ Kicking.

Prohibition, 61.

=Property, The Disfranchisement of=, 75 --statistics, 75 --savings banks deposits, 76 --life insurance payments, 77 --pensions, 78 --waste in government expenses, 78-79 --Macaulay cited, confidence in the State, 79 --increasing taxes, 79-80 --corporate wealth in the United States, 80-81 --its disfranchisement, 81-82 --divorce of corporate ownership and management, 82-83 --small corporations, 84 --manhood suffrage and property suffrage, 85 --delegated legislation, 86 --power of legislatures over property, 86-87 --corporate influence in legislatures, 87 --present relation of legislatures and corporation managers, 88 --hostility to corporations and its effect on small businesses, 89 --the suffering of the country from attack on property, 89-90.