It will be an enduring honor to the name of M. Metchnikoff that he has revealed the importance of the function of phagocytes, and has enriched science with a large number of new truths. A part of this honor will be reflected upon the Pasteur Institute, which has welcomed the eminent biologist for many years, and has intrusted the direction of one of its services to him. The learned Russian, in creating the study of phagocytism, with its causes, mechanism, and consequences, has opened a very extensive field of research to which we have given only a distant and cursory glance.--_Translated for the Popular Science Monthly from the Revue des Deux Mondes._ Editor’s Table. _LIBERAL EDUCATION AND DEMOCRACY._ In a most thoughtful article, in the Modern Education Series of The Cosmopolitan, President Hadley, of Yale, remarks that the conception of a liberal education changes as forms of government change. “It takes one shape,” he proceeds to say, “in a military state, and quite another shape in a state ruled by public opinion. In the former case it will teach the sterner virtues of courage and pride. In the latter case it will teach respect for law, progressiveness, and human sympathy. But in either case a liberal education is an education for citizenship; a development of those distinguishing qualities moral, intellectual, and physical by which the people are to be ruled.” It is a happy definition of “a liberal education” to say that it is “an education for citizenship.” From this point of view the _most_ liberally educated man will be he who is educated to be a citizen of the world and to feel his relation not only to the present but to the past, and the future as well. Comte had much the same idea when he taught that the moral and social education of the individual was accomplished first by the family, then by the state, and finally by the race. In other words, the egoism of the individual is first tamed by family life, then broadened by political life, and, lastly, humanized in the full sense by conscious participation in the age-long progress of mankind. President Hadley has well chosen the qualities which he says a liberal education under a democracy should aim at developing, but we think he might with much advantage have added another. He will remember that when the poet Horace would describe the character of a high-principled citizen, a man just and firm of purpose, he says that his mind is shaken neither by the lowering countenance of a tyrant nor by the frenzy of the populace commanding vicious courses of policy. In our land and time the _vultus instantis tyranni_ is no longer, if it ever was, an object of terror, but the _civium ardor prava jubentium_ is a danger, we fear, which has yet to be reckoned with.