Fig. 13. A Map of Mono Region in Glacial Times.

The smaller outline shows the present lake with its two islands. From Russell.

face of the eastern slope and out upon level plains for several miles. On escaping from their deep rocky gorges they dropped their debris on each side, forming long lateral moraines between which they flowed. These moraines are from five hundred to a thousand feet high, and from five to seven miles long, and form very conspicuous scenic features in the region about Lake Mono, where about ten glacial pathways, each with its two moraines, may be counted. Fig. 13 is an ideal map of this region in glacial times. It is seen that many of these glaciers ran their snouts into the then swollen waters of Lake Mono.

Now, examination of these long double moraines stretched out like arms on the plains, shows that the glaciers which formed them were nearly all of them deflected to the left, i.e., to the north. This northward deflection was not determined by greater slope in that direction, but evidently by some other cause. What is that cause? McGee's Theory. McGee first drew attention to the fact of this deflection and offered the following ingenious explanation: Since the glaciers here all flowed toward the east, their south or right-hand sides received more sunshine than the north or left side (Fig. 14.).

Fig. 14. Ideal Section and Perspective View of a Glacier moving Eastward, and sunshine falling on the south side.

If a b c represents a section of a glacier flowing in the direction of the arrow c d, then it is evident that much more sunshine (represented by little arrows) falls on the half b c, than on the half a b. Now it is well known that

the rate of motion of glaciers is increased by heat and melting. Therefore the right or south side would move faster than the north or left side and the glacier would deflect to the left or north.

It is possible that this may be a true cause, but it certainly is not the only, nor, I think, the chief cause; for if so the phenomenon would be universal. But inspection of the map shows that several are not thus deflected.

Russell's Theory. Russell observed that in all cases of deflection, the moraine on the right-hand side was the larger; otherwise there was no deflection at all. He therefore concluded that the more abundant moraine dropped on that side at the snout of the glacier pushed it little by little to the other side. In this I think he is right. But he assigns as the cause of the more abundant debris, the greater number and size of the tributary glaciers on that side. In this I think he is wrong. The fact is, that the glaciers were very simple and without conspicuous tributaries on either side. Indeed, Russell himself, in another place and in another connection, accounts for the absence of terminal moraines at the farthest limit of these glaciers by the absence of tributaries and therefore of medial moraines.

My own View. The reader has doubtless already anticipated my own modification of Russell's view, in accordance with my observations in Hetch Hetchy. The larger moraine on the right and consequent deflection to the left, is the necessary result of the shading and more abundant crumbling of the south or right wall of the deep and narrow east and west cañons from which they emerged. No contribution of debris by tributaries is at all necessary to the result.

THE RELATION OF THE UNIVERSITY TO SECONDARY SCHOOLS.*

By FREDERICK SLATE.

Some subjects offer a peculiar form of temptation, through the bare possibility of treating them within the narrow boundaries of an hour. The attempt is made to do this, and the consequent hurry defeats its own end.

The present topic avoids danger from that source by the very magnitude of it. The two latest stages in the organized process of training for the work of maturity are important in themselves, and in their connection, to the highest degree. The questions involved have a place in the thought of every nation that is to any extent a leader in education. These questions have been under serious discussion almost continuously during the second half of this century, at least. Therefore, even a skeleton resumé of this activity is out of the question. We can turn attention toward the region occupied by it; we can point out some lines of entry into that region; and the attitude of the University of California on a few general types of policy can be defined. But a well-regulated ambition will attempt no more than this.

For our present purpose it is not necessary to dwell upon the manifest diversity of the institutions going by the common name-University; nor to select one among them

1898.

*An address delivered at Berkeley, before the California Union, on November 10,

as a term for comparison. For the ends here in view, the word will be used definitely enough if made to include examples so unlike as the universities of Berlin, Oxford, Harvard, and California. They have this in common: that they are the institutions of higher learning, each for its own constituency.

In like manner, the Friedrich-Wilhelm Gymnasium in Berlin, Rugby School, an English board-school, the Boston Latin School, and the Santa Ana High School may occupy a large range up and down in the scale of excellence, and may otherwise differ in many features; but they are alike in the one essential respect for us. They represent the stage next below the highest in the educational plan of which they form a part.

In general, then, we shall use the terms University and Secondary School emptied of more particular content than this; with the qualification or proviso, however, that the secondary school of technical purpose shall be excluded from present consideration. We choose to be here concerned with secondary schools as part of a "liberal education" only.

The possibilities of our title may be still further usefully narrowed. The relation between University and Secondary School, spoken of in the singular, of course includes many phases of a complex relation.

The relation is, in some respects, speculative, intellectual, logical. The scheme of education is to be laid out, the lines of demarcation are to be drawn, the parts coördinated and balanced one against the other.

All this, however, we accept as done. The elements are-what we find them to be; and such contribution as may here be made to a view of the relation in question, will be on what may be called the practical side. What is the situation, if you please? What interaction is there between schools and universities, as educational forces at work in society? And perhaps even more specifically, since in our dynamics we are apt to regard one body as act