lings and was issued to help finance the cause of liberty. There are a number of colonial notes, printed by Benjamin Franklin and bearing the warning, "To Counterfeit is Death." And here is a "Pine Tree" shilling, the first money made for common use in the colonies in 1652. This is the coin for the minting of which one John Hull received one coin for himself out of a certain number made for the King. Hull became very wealthy as a result of the contract he had made and strenuously refused to allow it to be broken. When his daughter was to be married, he stood her on one tray of a huge pair of scales and piled "Pine Tree" shillings on the other until a balance was effected. This was her dowry. Recently Mr. Zerbe addressed some school-children on the subject of money and told the story of John A Hull and the dowry. After the talk, while chatting informally with the children, he asked them what they thought of the story. "One of the children, a little girl," says Mr. Zerbe, "spoke up promptly and said, 'I'll bet her husband fed her well before she got on the scales."" The Zerbe collection of money tells the history of the greater portion of the world for over twoscore centuries. There are coins, for instance, that inform the studious observer of the art, mythology, religion, and sports that were of Greece when she was the world's most intellectual nation. Others tell their mute story of the greatness and decline of the Roman Empire. In fact, our word for money was given us by the Romans.' "Pecuniary" comes from the Latin word pecus, which means cattle. Cattle and grain were largely the medium of exchange before the introduction of coined metal, and it came about that the Latin word for money became pecunia. In assembling his collection, which totals over 50,000 specimens, and to which he has devoted almost forty years, Farran Zerbe found it necessary to delve deeply into a wide variety of subjects, among them geography, economics, anthropology, history, religion, archæology, mythology, symbolism, heraldry, and art. Numismatology is rather a complicated subject. It is even more perplexing than golf or bridge. 1 The word "money" has an interesting ancestry. Its earliest forefather was the Latin word moneo, which may mean "to teach." Juno, being a goddess of memory, was called the oracular goddess, or Juno Moneta. Because money was coined in her temple, Juno's surname came to mean a place for coining money, and in English was shortened to "mint,' and then figuratively to mean money itself, and, in that sense, became in old French moneie, and in English "money."-The Editors. Independent Schools By FRANK S. HACKETT Head Master Riverdale Country School, Riverdale-on-Hudson, N. Y. NEW name for an old American educational institution is now coming into vogue-the independent school. This is designed to supplant the narrow and misleading term, private school. In the strict sense, there exist in this country but few schools privately owned and operated; and even fewer which are private in the matter of social exclusiveness. For generations, however, the whole large group of schools which are independent of the public system of education, and yet are maintained fundamentally for the public good, have been lumped together as "private." They have thereby often been thoughtlessly dismissed as un-American, undemocratic, or otherwise unworthy of consideration. How false is this idea appears at once upon enumerating types of schools independent of public education-boarding, church, "country day," experimental, vocational, etc. Practically all of these are supported, as are colleges and universities, partially by the fees of students, but largely by endowments and by current. gifts. Yet we do not speak of "private colleges." In very few schools or colleges is the income from tuition sufficient to meet more than the annual operating expense. The design is to keep the cost from becoming prohibitive to the student who is eager for the best education but whose resources may not be stretched far enough by any means to meet the mount ing costs of instruction. Provision for the future in buildings and equipment, and especially in teachers' salaries and annuities after retirement, comes from the gifts of public-spirited citizens which are made to boards of trustees, or to the specific churches, or to the colleges maintaining experimental or laboratory schools. Except in the quite inconsiderable number of proprietorships which still obtain, the old "private school" has either disappeared as an entity or has become "public" in the sense of the great English "public schools"-Eton, Harrow, Rugby, Winchester, etc.-"public" because carried on for the public good, with no element of individual financial profit. Leaders in American schools have long resented the restricted connotations and the implications of the word "private" as applied to schools not a part of the public system of education. They had not collectively addressed themselves to this problem, however, until the matter was projected last summer at a conference of the Country Day Schools Association. held at Williams College. There it was decided that the head masters present should strive to find a more descriptive term. The "public school" of England was the kind of denomination aimed at, but it was appreciated that any attempt to transplant that name to this country would lead to "confusion worse confounded." pendent schools" will perhaps never be known. The truth about these schools compelled the description. As head masters began to consider the problem and to seek for a means of differentiating their work from that of our public schools, on the one hand, and, on the other, from that of proprietorships for private financial gain, it followed quite naturally that they should think and speak of their institutions as "independent." It is probable that the first use of this new term was at the annual meeting of the Headmasters Association of America, recently held in Philadelphia, where the leaders of the hundred schools represented, including public high schools and such institutions as Exeter, Andover, Hotchkiss, The Hill, Lawrenceville, Milton, etc., quite generally, but informally, agreed that they would promulgate this new nomenclature. "IN NDEPENDENT schools" is an admirably descriptive term. Not only does it denote distinctness from the public school system, but it also describes a marked, but unobtrusive, characteristic. They are independent in practically all their ways, and therefore, if for no other reasons, invaluable in a democracy. The place of the "independent school" in this country was forever assured in the "Oregon decision" of last year, in which the Supreme Court of the United States Who first suggested the term "inde- unanimously held that no State may compel children to attend public schools rather than other schools which accomplish the same, or relatively the same, course of study. Every citizen is thereby confirmed in his right to choose for his children the kind of school training in which he believes. If he wishes religious influences, or ethical, or moral; a country school, or one in the city; boarding or day; experimental, progressive, or conservative; play in school hours or afterward; one form or another of vocational technique-he is free to select, to found, to support, or to perpetuate that type. From this fact, which is a cherished note in our educational history, have come, and will continue to come, means of constant improvement for our public schools themselves. Through schools independent of the public school system there have been established, for example, such a National contribution, we should hitherto have called these "private schools." Though in different ways we have, indeed, long had a counterpart of these Danish schools in many of our "independent schools," we have not come to recognize the fact. America has no more precious possession than the academies of Andover, Exeter, Mount Hermon, Northfield, etc., led by the highest type of men and women, filled with boys or girls from families willing to make sacrifices to afford this particular kind of training, and carried on largely by volunteer support "for the advancement of the public good and the glory of Almighty God." From these schools there is poured into our colleges, and later into our professional and business life, a constant stream of students imbued with high pa Surely enough, father and son appeared the next morning. In spite of protestations, the little schoolmaster stood his ground, until finally the irate parent exclaimed: "You seem to think you're going to run this school the way you please." There followed at once the mild but firm reply: "Your manners are crude and your language is rough, but you have caught the idea." "Independent schools" have a clear and important future in this country. Not only are they sources of religion, patriotism, and public service, and laboratories in which new educational ideas of general applicability may be constantly tried, but they are the chief means both of scholarly preparation for college and of care for the needs of the individual boy or girl. L ESS than five per cent of all high the classical tradition, the kindergarten, triotic purpose and unusually well trained school students even try for college. Indeed, athletics, formal physical training, indeed the high school itself, work in the fine arts, the use of psychological measurements to determine the capacities of individuals, and, most recently, the "country day school" movement whereby city children go to school in the suburbs, where playing fields abound. such institutions as the Lincoln School of Teachers College are maintained fundamentally for the purpose of carrying on experiments in child training which are likely to prove generally effective, especially in public education. This school was endowed by the Rockefeller Institute in order that it might be purely scientific, untrammeled in its search for the truth by any consideration of special interests, of politics, or even of public finance. In different ways, but with equally high purpose, other far-seeing men and women have for generations sought to perpetuate educational principles which in the first instance could not find adoption in the public schools Till the multitude make virtue A GREAT deal is being said and written these days of the Volkshochschüle (people's high schools) of Denmarkboarding-schools independent of the public system, to which there go for periods of four months in summer or winter young men and women at least eighteen years of age. These schools are credited with having made over the village and town life of Denmark through the inculcation and perpetuation of Danish national ideals, and through the introduction of science into agriculture and into everyday life. To call to become leaders for the best. these and many other such National treasures, large or small, "private" is to belie their very nature, their aims, and their accomplishment. No proprietorship could possibly command the enthusiastic devotion of teachers, alumni, parents, friends, trustees, and students which they enjoy. It is to be remembered, moreover, that in or near every large city are famous day schools, like Roxbury Latin of Boston, Penn Charter of Philadelphia, the Albany Academy, the Polytechnic Country Day of Brooklyn, Horace Mann of New York, Gilman of Baltimore, Blake of Minneapolis, and the like, which, in standing and accomplishment rank with these famous boarding academies. "Private schools" is a misnomer also in the commonly accepted idea that only the boys and girls of the so-called privileged classes may be admitted. Except for those which are distinctly sectarian, they are open to any earnest student who can qualify to do the work and who can pay or who can earn the usually moderate fees. It is expected, of course, that an applicant for admission to an "independent school" shall have such a reputation as to indicate that he is to be an influence for good; but this requisite bespeaks rather the independent than the private character of the school. In this connection, a story is told of a little New England schoolmaster who, in taking charge of a local academy, had an encounter the very first day with a particularly brutal town bully, whom he promptly dismissed. "My father will see you about this, and I will be back to-morrow," was the Though public provision must be made for this group, it is obvious that this small proportion cannot receive the chief emphasis. Public secondary education is quite properly geared for the vast majority of youths whose formal education is likely not to proceed further. "People's colleges" is indeed a favorite descriptive term for high schools. In very many instances these are relieved of responsibility for college preparation, which is a highly technical science, by the fact that boys and girls who plan to go on with their studies are sent to the "independent schools." There, in classes always reasonably small, they come into intimate contact with scholarly teachers whose interest and aim it is to develop in the individual habits of thoroughgoing studyessential to any youth who is to make a success of college training. To the individual, largely, the "independent schools" adapt themselves; they find some way to challenge his best. In this they emphasize what is clearly the greatest educational need of our times— the recognition and development of individual worth and power. As long as they are true to this trust, their service will far outweigh for the boys and girls who wish to go to college the material advantages of equipment and of widely varied courses of study which the corporate wealth of communities can obviously far better provide. "Independent schools" is the new and far the fairer way of characterizing what formerly we have failed to appreciate as an essential and integral part of American education, largely because, perhaps, we have mistakenly thought and spoken of this group as "private C High Spots on the Road to Pottstown IRCUMSTANCES required that I should visit Pottstown, Pennsylvania, not long since, in company with my friend the Promoter, who has a certain congenital affinity for blue sky. We discussed the route. "Why not by air?" he queried. "How?" said I, my New England training teaching me to always answer one question with another. By DON C. SEITZ up of flaps and straps, and fitting like a "Put them in your ears," he said, "or I obeyed. It is astonishing how soon one becomes used to discipline in the Army. For half an hour I had been doing exactly what I was told and saying nothing back. It was a new experience. "Airplane," was the response of the Goggles and a helmet that buckled close resourceful Jacob. "Whose?" I felt compelled to ask, not knowing that he had done more than fly kites from Wall Street. He then unfolded his deep design. It was to request passage from the Aviation Department of the United States Army. He had been a Hackensack postmaster, had "been up" several times in a mail machine, and approved of the atmosphere. To him, therefore, were left the arrangements, and he carried them out with such effectiveness that on a fine morning we found ourselves on that part of the Hempstead plains called Mitchel Field, over which a number of young gentlemen were disporting themselves like larks hunting for nest sites. Lieutenant Robert Williams, a tall young aviator, took me in charge. His manner was tender and sympathetic. "Ever go up before?" he queried. "Only figuratively," I replied, knowing how often I had "been up in the air" in were next added to the adornment. Bob ness. I donned the harness and, with the bundle bobbing to the rear, climbed into the cockpit. It was rather high from the ground, but I showed surprising agility. Indeed, I had already acquired an airy to open my mouth for fear of somehow being turned inside out. Well, we flew on over Jamaica Bay, over South Brooklyn, and leaped across the lower bay to Sandy Hook. The forts looked like collar-boxes and a great White Star steamer ranked with the little tin ships in toy-shop windows. We followed Raritan Bay to the river of that name-followed it half-way across New Jersey, and then left its silver thread to cross the Delaware, about where George Washington did, but much differently. The things of the earth grew small. "This," he said, "is your parachute. Men were tiny manikins, automobiles You sit on it." the size of cockroaches. Railway trains were toys. But the earth itself grew vast, even though the farms were checkerboards and its cities little congeries, while the sky above became illimitable. The horizon seemed not to exist and the clouds were no longer in the sky. Now and then Bob looked back at me and grinned approvingly to find his passenger alert and making the most of what his eyes could do. manner. Bob buckled a broad strap across my chest, hooked a couple of clasps in the harness, and then remarked softly, after the manner of the Discourager of Hesitancy in Frank R. Stockton's tale, calling my attention to a large ring lightly stitched to a band of the harness, "If anything happens, and we hope it won't, count three and give that ring a light pull-about a fifteen-pound pull. If you want to attract my attention, poke me in the back." that fashion, and how much trouble I I had had getting down. He looked thoughtful, then invited me to a writing-table. "Here are some things the Government requires you to sign in advance," he said, tenderly. TH HE first "thing" was a long document in which it was prescribed that I absolved my country from any and all liability on the part of myself, my heirs, or assigns for anything that might happen. The second paper was simpler. It was a blank form for naming next of kin and such address as I might wish my battered remains sent to in case of well, never mind. I signed both. "Now we'll get your suit," said Lieutenant Bob. Everybody called him Bob. It gave me a confident feeling, this familiarity of appellation. Pretty soon we found an oily outfit of khaki, much made FORGOT to say I occupied a seat behind him. Before it seemed possible that motion could be achieved the plane had slipped along the ground like a turkey hunting grasshoppers and we were off the earth and high up in the empyrean. I had been told that the earth would sink away. It didn't. We rose serenely and steadily. I had been warned also to 'ware of a sinking feeling in the stomach, which the Chinese insist is the seat of our brains. I didn't feel anything of the sort. Instead, there came a sense of exultation as we climbed two thousand feet into the fine, clear air and began moving at the rate of one hundred miles an hour. I wanted to sing. It would not have annoyed anybody, because the roar of the motor and the propeller would have drowned Caruso, to say nothing of my uncultivated larynx. I refrained, because the air pressure was so great I was afraid Now and then we fell into an "air pocket." The effect was like hitting a wave in the asphalt while riding in a machine. You do not see it, but the "bump" is real. We landed first at Bryth Allen, the army aviation field in Pennsylvania. Five planes had started with us, one bearing the Promoter. We had lost them all, and came down with a flourish before an admiring crowd. I did not care much for the flourish. Bob was provoked at the loss of the squadron. He wanted to arrive in "formation." I did not mind the lack of escort. After all, what is glory beside solid earth! Ο NCE more we leaped into the air, as Perseus leaped from the cliff in Seriphos, and as his brave sandals bore him, so did our brave plane. We were soon one thousand feet aloft and bearing toward the mountains of the North, where the coal lies hidden. By and by we passed a little circle far below, in one ellipse of which I saw a crowd. Bob went calmly on. For twenty miles we flew. Then he turned about. He had missed Pottstown. When found, it was the circle; the circle was the Fair Grounds, where we were scheduled to alight. Then we sure finished in style, coming down like a great condor swooping upon its prey. There were a good many swoops in the process, and I was suddenly disturbed to see a full-sized iron works seemingly right over my head. It did not occur to me at the moment that we were upside down, and I felt uncomfortable to behold so many tons of I-bars overhead, not knowing when they might take an unpleasant drop. But soon they were Gustavus I Adolphus-Sweden's Crown Most Christian Prince" and Heir to a Great Tradition N welcoming Gustavus Adolphus, the Crown Prince of Sweden, who has just arrived in this country for a sojourn of two months, America is having an opportunity to extend a hand of greeting not only to a distinguished visitor but to a man of rare personal dignity and charm. It was my privilege to meet him in Stockholm last summer during the sessions of the Universal Christian Conference on Life and Work, a conference of applied Christianity called by Archbishop Söderblom, of Upsala, in co-operation with bishops and clergymen representing every Christian group with the exception of the Roman Catholic Church. The Crown Prince attended all the meetings, and he made an impressive address near the end of the sessions. That Conference was a gathering of brilliant minds-of patriarchs, prelates, bishops, deans; of theologians, mystics, saints. They had come from Alexandria, Jerusalem, Constantinople, and Motoda, in far-away Japan. Many had grown venerable and gray in their long experience with life. And yet in that illustrious group it was the Crown Prince of Sweden who was the outstanding example of what religion, inheritance, education, and right living can do in combining to create the accomplished Christian gentleman. Well did he deserve the title given him, a modern "Most Christian Prince." I was struck at once by his intense seriousness of mind and purpose. The Crown Prince is a student of the times as well as of books. He is still in his early forties, but he has used his unusual opportunities to splendid advantage. During the Conference itself and during conversations within the small groups that gathered between the sessions in many corners of the capital city, the beautiful "Venice of the North," at one time the stronghold of Christianity in the West, Prince Gustavus Adolphus easily revealed that he was well versed in every important topic that came up, whether it was theology or the general trend of philosophic and scientific thought of the day. Already when he was a little boy, I was told, he began to show this predilection for serious study. His first interest was in the natural sciences, especially botany and geology. By the time he entered Upsala University he had already chosen the specialty that he pursues with great zeal whenever he can spare the time from the duties of statecraft. This specialty, archæology and the history of ancient art, has led him to make important explorations in Sweden and to send archæological expeditions to Greece, as well as to make plans for others to be sent to Central Asia and the Near East. He is an enthusiastic collector of Chinese ceramics. But he does not neglect the art of his own country and his own age. Through societies for the development of industrial arts he has sponsored a movement for beautifying the surroundings of every-day life. And his collections of every-day life. And his collections of modern paintings are represented by Anders Zorn and his contemporaries, not least among them the artist uncle of the Crown Prince, the talented Prince Eugene. Another striking characteristic of Prince Gustavus Adolphus is his love of democratic ideals. This he inherits from his father, King Gustav V. I saw the King first at the royal reception that was given at the palace after the Cathedral service which opened the Conference. It was obvious that his popularity is due largely to his kindness of heart and his democracy. I can still hear his solemn. voice reminding the delegates of the churches that "sixteen hundred years ago the trusted men of the Church met at Nicæa to give expression to their faith in our Saviour and in the being and revelation of God. The meeting now held here, more than one and a half thousand years later, has a not less important aim." King Gustav V began to inculcate ideals of democracy in his two sons, Prince Gustavus Adolphus and Prince William, by giving them the usual education offered boys in the common schools of Sweden. He encouraged them to extend their large circle of playmates and friends among the boys and girls of the capital city. He supervised both their work and play, and from him they inherited their love of outdoor sports. Prince Gustavus Adolphus soon made a record in skiing and skating and swimming and in the ordinary gymnasium contests. In 1915 he qualified for the Swedish gold medal given only to those who pass certain tests as all-around athletes. Meanwhile he had been throwing his whole-hearted support into the democratic project of placing organized athletics within the reach of every young man and woman of Sweden. Now, I am told, there are some three hundred thousand enthusiastic young athletes in the country under the leadership of the popular Crown Prince. His great popularity extends even to England, from where, in 1905, he took his bride, the gracious Princess Margaret of Connaught, whom he first met in Cairo at a dinner given by the Khedive of Egypt. Princess Margaret, the grand daughter of Queen Victoria of England, became the mother of his five children, who have been brought up with the same ideals of democracy and simplicity that characterized the training of the Crown Prince. Some years after the death of Princess Margaret, the Crown Prince married again, once more selecting his bride, Lady Louise of Mountbatten, from England. Princess Louise, popular in her adopted country as well as in the one where she was born, is accompanying him on his present world tour, of which the present visit to America is a part. Prince Gustavus Adolphus, like his father, is a worthy representative of the Bernadotte line that for more than a century has given Sweden its kings. The story of the Bernadottes is one of the fascinating romances of history. It was the childless King Charles XIII of Sweden who received Bernadotte, one of Napoleon's field marshals, as his adopted son after the Swedish Diet had called him as heir to the throne. Jean Bernadotte was the son of a humble country lawyer in southern France. Because of his achievements in the Napoleonic wars, he had risen to his high military rank. And on more than one occasion he had displayed the reserve and wisdom of the statesman. He was nearly fifty when he renounced his allegiance to Napoleon, his religion, his country, and many bonds of friendship to accept the royal offer. And in 1818, eight years after he came to Sweden, without even mastering the language of his subjects, he became, as Karl XIV Johan, the King of his new homeland in the north. The history of Sweden is largely the history of her kings. And we do not need to turn back the pages of history to the days of Gustavus Vasa and Gustavus Adolphus of Lützen fame to find a record of enduring greatness. The contribution of the Bernadottes is one of a steady advance in the cause of civilization. For more than a century Sweden has enjoyed a period of uninterrupted peace. With the death of Charles XII ended the wars of aggression. Sweden learned its lesson then, and as a result is now in the vanguard of the nations that champion ideals of world unity and peace. The country has faced many a crisis during the century and more that representatives of the Bernadotte line have worn the crown. And some of the most stupendous of the problems have arisen during the past quarter of a century. In 1905 came the critical situation of the partition of Norway and Sweden, when the diplomacy and statesmanship of King Oscar II were taxed to the utmost. The crisis was safely met. The bonds of friendship between the two nations were Courtesy Swedish News Exchange The Crown Princess of Sweden The Princess and her husband are arriving in America on the mission of unveiling the monument of John Ericsson, the designer of the Monitor not severed. During the World War the not severed. During the World War the Crown was the great force in Sweden for tranquillization and neutrality. And Sweden's part in the League of Nations, as compared with more self-seeking more self-seeking countries, has been above reproach. In March of this year, when the sessions at Geneva came to an untimely end, it was to the credit of Sweden that its representative had not wavered in supporting a position that might have brought the nations one step nearer universal peace. My visit to Stockholm last summer and my contacts with members of the royal family and with the people themselves left with me the firm conviction that there is no cleaner and finer nation in the world to-day. I saw them engrossed in the problem of religious unity. It is not difficult to imagine that same seriousness and strength and determination applied to secular matters. Sweden is gradually emerging from a position of comparative obscurity and taking its place among the important world Powers through its contributions in the fields of government, science, and art. The country is not haunted by the ghosts of hate and vengeance, the dread scourge and remnant of war. Nor have the Bernadottes been seekers after personal aggrandizement. Theirs is the tradition of working for the greatest good of their country. And it is my belief that the greatness and the true glory of Sweden, springing up from a foundation so secure, are yet to come. Prince Gustavus Adolphus, our royal guest, is heir not alone to the throne of Sweden. He is heir to a great tradition. |