696 THE STATE AND HIGfTKR KDIJCATION. 



by the generosity of sons of tbe j)eopIe ? Are the noble gifts of Johns 

 Hopkins for the advancement of learning, and tlie relief of suffering, 

 likely to be forgotten by present or future generations? All history 

 testifies to the gradual up-building of universities by individual bene- 

 factions. The development of European and American colleges is otie 

 long record of private philanthropy. Private liliUanthroijy icill do all it 

 c'flw, but public interest demands that the State should do its part. 



The encouragement of higher education by government aid, in one 

 form or another, has been a recognized jninciple of public i)olicy in 

 every enlightened state, whether ancient or modern. Older than the 

 recognition of popular education as a public duty was the endowment 

 of colleges and universities at public expense for the education of men 

 who were to serve church or state. It is a mistake to think that the 

 foundation of institutions by princes or prelates was a purely private 

 matter. The money or the land always came from the people in one 

 form or another, and the benefit of endowment returned to the people 

 sooner or later. Popular education is the historic outgrowth of the 

 higher education in every civilized country, and those countries which 

 have done most for universities have the best schools for the people. 

 It is an error to suppose that endowment of the higher learning is con- 

 fined to Eoman and German emperors, French and English kings. 

 Crowned and uncrowned republics have pursued the same public poK 

 icy. Indeed, the liberality of government towards art and science. 

 always increases with the progress of liberal ideas, even in monarchical! 

 countries like Germany, where, since the introduction of parliamentary 

 government, appropriations for university education have greatly in- 

 creased. The total cost of maintaining the Prussian universities, as 

 shown by the reports of our Commissioner of Education is about 

 $2,000,000 a year. Only about 9 per cent, of this enormous outlay is 

 met by tuition fees. The state contributes all the rest in endowments 

 and appropriations. Prussia now gives to her universities more than 

 twice as much as she did before the Franco- Prussian war, as shown by 

 the report of our commissioner at the Paris Exposition in 1867. In 

 that year France gave her faculties of higher instruction only $705,704. 

 After the overthrow of the second empire, popular appropriations for 

 higher education greatly increased. The budget for 1888, shows that 

 France now appropriates for college and university faculties $2,330,000 

 a year, more than three times the amount granted under Louis Napo- 

 leon. Despotism is never so favorable to the highest interests of edu- 

 cation as is popular government. Louis xiv, and Frederick the Great, 

 according to the authority of Koscher, the political economist, regarded 

 universities, like custom-houses, as sources of revenue, for the main- 

 tenance of absolute forms of government. The world is groM'ing 

 weary of royal munificence when exercised at the people's expense, 

 with royal grants based upon popular benevolence and redounding to 

 the glory and profit of the prince rather than to the folk upholding his 



