[29] A justification of this figure may be found in my Luttes entre les sociétés humaines, p. 220. [30] A half million negroes are massacred every year in Africa in the tribal wars, which also are caused by the ctesohedonic fallacy. Suppose each one of them might have earned $20 a year. Capitalized at four per cent, this sum would have amounted to $400,000,000. [31] See my Luttes, p. 228. Let us say, in passing, that we owe our existing savagery partly to the ctesohedonic fallacy. When we think that the most rapid way of enriching ourselves is by seizing our neighbor's territories, the fewer defenders that territory has, the better. So all pretended political geniuses glorify themselves on having killed the largest number of their fellow-men. Cæsar boasted of having killed a million and a half of Gauls. At the moment of writing these lines a terrible accident has occurred at Santander. Hundreds of persons were killed by the explosion of a boat loaded with dynamite. Great pity was expressed for the victims. Collections for their benefit were taken in France. Suppose France and Spain were now at war. If somebody had blown up some thousand Spaniards in a fortress, we should have sung _Te Deums_. Oh, man's logic! * * * * * Until within a few years the field for the study of glaciers and their action has been the Alps; but now, as Prof. H.L. Fairchild said in his address as chairman of the Geological Section of the American Association, the North American continent is recognized as a field of the greatest activity, both in the past and at the present time; and, moreover, it presents types of glaciers not known in Europe. It must therefore become the Mecca of foreign students of glaciers. A SHORT HISTORY OF SCIENTIFIC INSTRUCTION.[32] BY J. NORMAN LOCKYER, K.C.B., F.R.S. II. I must come back from this excursion to call your attention to the year 1845, in which one of the germs of our college first saw the light. What was the condition of England in 1845? Her universities had degenerated into _hauts lycées_. With regard to the university teaching, I may state that even as late as the late fifties a senior wrangler--I had the story from himself--came to London from Cambridge expressly to walk about the streets to study crystals, prisms, and the like in the optician's windows. Of laboratories in the universities there were none; of science teaching in the schools there was none; there was no organization for training science teachers. If an artisan wished to improve his knowledge he had only the moribund Mechanics' Institutes to fall back upon. The nation which then was renowned for its utilization of waste material products allowed its mental products to remain undeveloped.