36 Procekdings o:^ the 



cal and natural sciences were not without a struggle 

 admitted to equal rank. 



This led to a readjustment of the long-established 

 and closely articulated curriculum, which resulted 

 finally in the adoption of the elective system. And this 

 was the beginning of a recognition granted to what 

 one might call the new learning — modern science, 

 economics, political science, and the like, which proved, 

 when properly taught, in no respect inferior to the 

 subjects of the old curriculum, either in training the 

 mind or preparing for future careers. The limitations 

 of the traditional college education of the past, which 

 was intended for only certain of the learned profes- 

 sions — law, medicine, and particularly theology — soon 

 became apparent. The world was moving on. New 

 constituences and new demands were arising, new 

 problems were being projected on the economic and 

 political horizons, new questions were pressing for 

 answer. Must we not readjust our education forces 

 to meet the needs of that large majority of men pre- 

 paring to engage in banking, railways, insurance, trade 

 and industry, forestry, diplomacy, journalism, and pol- 

 itics? Are not these several callings as important to 

 the life of the nation as the traditional professions? 

 State universities derive their support from the taxa- 

 tion of the whole people, representing in a large meas- 

 ure the fruits of the toil and self-denial — whether 

 voluntary or enforced, whether direct or indirect — of 

 the common people. Are they justified in spending so 

 much money to furnish a certain kind of education for 

 the benefit of a privileged class, where there is this 

 growing demand for the diffusion of higher learning, 

 for its much wider application to the daily life and 

 institutions of the whole people? 



Do not all professions and callings require, and will 



