38 STATE BOARD OF AGRICULTURE. 



generally are far from what vou would term seclusion and aristocracy. 

 An institution with a thousand students is too large and unwieldy to 

 expect to develop and carry on all of its social functions in the broad, 

 democratic way as when I was a student there twenty-four j^eare ago. 



"I am familiar with the teachings of fraternities in general and feel 

 that in a home like a fraternity house very much good is done to the 

 members through the fraternal life which they lead. I sincerely hope 

 that the Michigan Agricultural College may grow to such an extent as 

 to demand the building of both dormitories and society houses for the 

 housing of the students who may come to the institution." 



No. 3. Opposed. 



"My Dear Sir: — I am unalterably opposed to any plan, scheme, or 

 practice in any of our educational institutions supported by public funds, 

 from the primary school to the university, which in any way tends to 

 foster anything like the idea that one student, or any set of students 

 is better, can live better, can enjoy better educational or social advan 

 tages, or can be in any ditferent or better position than any other student 

 or set of students. Of course distinctions as to wealth as shown In- 

 dress, habits and use of money, Avhicli cannot be obviated by school or 

 college management, will appear; but the point I have in mind is that 

 the authorities should do all that is reasonably possible to eliminate 

 such distinctions, and should adopt no policy which will, in the least, 

 tend to create or encourage them. 



"We pride ourselves on what we assume to be a fact, and which is, 

 at least in a general sense, correct as a theoretical proposition, that in 

 this country the spirit of equality is fostered by our institutions. One 

 of the principal ways in which this is done is by free education ; that is, 

 by supporting schools and colleges at public exjjense, and by invit- 

 ing all, rich and poor alike, to secure an education. Now if the free 

 school and college, that is, free education, is a basis and principal source 

 of democracy and equality, we should be very careful to see that this 

 source is not contaminated by a sj)irit of aristocracy and exclusiveness 

 which can in any degree 1)y wise nuinagemeut be prevented. The people 

 endow the schools and colleges, to the end that opportunity may be 

 equal, and those who manage these institutions owe to the public the 

 obligation to see that in these publicly supported institutions, opportun- 

 ity shall be equal. 



"I do not think any one can reasonablv claim that in a college in which 

 students are permitted to create distinctions based on the financial 

 ability of their parents to support them in greater luxury than the a\ier- 

 age student can afford, there is equal opportunity. The poor student, 

 if possessed of any pride, is discouraged and disheartened by Uie artifi- 

 cial distinctions based on wealth, by which he finds himself surrounded 

 and from which he is excluded. It will not do to say he should not be 

 so discouraged, for even boards of management and college faculties 

 cannot change human nature. 



"I love my Alma Mater, the Michigan Agricultural College. I have 

 watched with interest and pleasure the large development and extended 

 usefulness of this splendid institution, but with jealousy and sadness 

 the inclination to the growth of a spirit of exclusiveness and aristocracy 



