November 17, 1905.] 



SCIENCE. 



623 



ment of such an institution, they are by 

 this very act themselves widened in their 

 own outlook, enlarged in their own sym- 

 pathies, quickened in their own higher life. 

 And as this institution is thus made more 

 efficient, it again in turn reacts upon the 

 quality of its clientele and its constituency 

 by turning back into its midst an ever- 

 swelling number of young people, who in 

 their turn by their higher education and 

 their more efficient training raise the level 

 of the society from which the institution 

 springs. And so there is a real moral in- 

 fluence, and a real moral power proceed- 

 ing from this relationship between the 

 state university and the citizen, which is 

 none the less real, none the less effective 

 because, like all spiritual things, it is im- 

 palpable, and, to a certain extent, elusive. 

 And just as the creation of the public ele- 

 mentary school opened a new era in the 

 consciousness of the American people as to 

 its duties toward education, just as the 

 creation of the public high school has 

 opened a new outlook, established a new 

 consciousness on a higher plane of the 

 duties of the community as a whole in the 

 field of secondary education, so the creation 

 of the state university has marked a new, 

 a forward, an upward step of no mean 

 importance and no mean power. It is a 

 great step to get a whole people to recog- 

 nize in its corporate capacity that one of 

 its fundamental duties is higher education, 

 and that one of its fundamental purposes 

 should be the creation of organs of activity 

 which should realize and carry out this 

 fundamental function. It means that the 

 whole people has passed on into a new and 

 a higher state. It is no longer an appeal 

 to a man as a Christian that he should look 

 out for the education of the community of 

 which he is a part, and to which he owes 

 a duty— surely a high appeal— it is no 

 longer an appeal to the Baptist or the 



Methodist or the Presbyterian that he owes 

 it to the church and that the church owes 

 it to itself to look out and provide for the 

 existence of church institutions of higher 

 education— surely a high appeal— nor is it 

 merely an appeal to him as a philanthro- 

 pist, striving as an individual to return to 

 society some part of the wealth he has 

 achieved ; but it is a far more fundamental, 

 a far more universal appeal to him in his 

 capacity as a member of society, whether 

 Catholic or Protestant, whether Baptist or 

 Presbyterian, whether rich or poor, that 

 this duty to assist higher education is as 

 complete and all embracing and funda- 

 mental as any other duty of citizenship. 

 There is no doubt that when a community 

 reaches this point of view it has passed 

 onward and upward into a new and a 

 higher state of educational consciousness 

 with an ever wider educational outlook, 

 and with the promise of undreamed of 

 visions in the years to come. 



It is a necessary part of the idea of a 

 state university that it shall be an organic 

 member of the state system of public edu- 

 cation, and that while, therefore, in a cer- 

 tain sense it is the crown of this system, 

 it must rest solidly and securely upon a 

 sound basis of secondary and elementary 

 training. No state university can become 

 the most, efficient instrumentality for edu- 

 cational work within its jurisdiction unless 

 it is built up upon a sound system of ele- 

 mentary and secondary schools from the 

 kindergarten to the university itself. 



It follows from this that the university 

 must itself be an active organ in develop- 

 ing, if necessary in creating, in refining, in 

 elevating, the character of this elementary 

 work ; for without it the university can not 

 become a true university at all. 



It follows, moreover, that the university 

 must be most intimately and continuously 

 associated with the scheme of elementary 



