38 THE POPULAR SCIENCE MONTHLY. 



it ; and their unfortunate appellation has probably been repented of 

 long since. 



But what shall we think of a community that gives the charter of 

 a university to an institution with a total of $20,000 endownment, 

 two so-called professors, and eighteen students ; or another with three 

 professors, twelve students, and a total of $27,000 endowment, mostly 

 invested in buildings ! And yet there are very many similar institu- 

 tions ; there being sixteen with three professors or less, and very many 

 indeed with only four or five. 



Such facts as these could only exist in a democratic country, where 

 pride is taken in reducing everything to a level. And I may also say 

 that it can only exist in the early days of such a democracy ; for an 

 intelligent public will soon perceive that calling a thing by a wrong 

 name does not change its character, and that truth, above all things, 

 should be taught to the youth of the nation. 



It may be urged that all these institutions are doing good work in 

 education ; and that many young men are thus taught who could not 

 afford to go to a true college or university. But I do not object to 

 the education — though I have no doubt an investigation would dis- 

 close equal absurdities here — for it is aside from my object. But I 

 do object to lowering the ideals of the youth of the country. Let 

 them know that they are attending a school, and not a university ; 

 and let them know that above them comes the college, and above that 

 the university. Let them be taught that they are only half-educated, 

 and that there are persons in the world by whose side they are but 

 atoms. In other words, let them be taught the truth. 



It may be that some small institutions are of high grade, especially 

 those which are new ; but who can doubt that more than two thirds 

 of our institutions calling themselves colleges and universities are un- 

 worthy of the name ? Each one of these institutions has so-called pro- 

 fessors, but it is evident that they can be only of the grade of teach- 

 ers. Why should they not be so called ? The position of teacher is 

 ^n honored one, but is not made more honorable by the assumption of 

 a false title. Furthermore, the multiplication of the title and the 

 ease with which it can be obtained render it scarcely worth striving 

 for. When the man of energy, ability, and perhaps genius, is re- 

 warded by the same title and emoluments as the commonplace man 

 with the modicum of knowledge, who takes to teaching, not because 

 of any aptitude for his work, but possibly because he has not the en- 

 ergy to compete with his fellow-men in business, then I say one of the 

 inducements for first-class men to become professors is gone. 



When work and ability are required for the position, and when 

 the professor is expected to keep up with the progress of his subject, 

 and to do all in his power to advance it, and when he is selected for 

 these reasons, then the position will be worth working for, and the suc- 

 cessful competitor will be honored accordingly. The chivalric spirit 



