4. Nationalism, as commonly understood, could mean nothing else but the tyranny of the commonplace. Democracy, as we know it, is limited in all sorts of ways. It only looks after certain public affairs, while the main part of the life of the individual is free. But suppose the majority undertook to manage all the business of the country, appoint each man his place and keep him in it, determine what should be known, and taught, and done--it fairly stifles one only to think of it! There has never been a time in the history of the world, when the wisest and best things would not have been voted down. For it is always the few who lead in religion, in morals, in art, in literature, in learning, in all high service. But these few now do it, not by despotic power, but only by influence; so all may be free. And there has never been a time in the world's history when the most important things that were being done were of apparent utility in the eyes of the crowd. Consider Homer and Virgil, Isaiah and Jesus, Dante, Shakespeare, Angelo, Copernicus, Galileo, Goethe, Luther, Servetus, Newton, Darwin, Spencer, Galvani,--had nationalism been dominant in their days, how long would it have been before the "intelligent public opinion" of the governing board of their departments would have had them up to show cause why they should not "go to work for a living"? The progress of the world, up to the present hour, has always meant the larger and still larger freedom of the individual. This freedom has always had its evils. So all life has its disadvantages. But only a few people, in any generation, believe in suicide as a cure. Nationalism, freely chosen, would be the murder of liberty and social suicide. When people have thought about it enough to comprehend its meaning, they will choose to bear what ills they must, and seek some more helpful method of cure, rather than adopt such an "heroic" treatment as kills the patient in the hope of getting rid of the disease. INDIVIDUALITY IN EDUCATION. BY PROF. MARY L. DICKINSON.