624 



SCIENCE. 



[N. S. Vol. XXII. No. 568. 



and secondary education. It must be so 

 immediately based upon it that there shall 

 be no gap between the university and this 

 scheme of preparatory work. 



From this, several consequences follow, 

 some of them beneficial and some of them, 

 if not injurious, at least antagonistic in a 

 certain sense to the highest and most rapid 

 development of the university. 



The state university can not require for 

 admission what the secondary schools of 

 the state can not give, and if these remain 

 few in number, and of a low type, the uni- 

 versity itself must be content with living 

 upon a lower plane of usefulness than 

 would otherwise be the case. 



It is a natural outgrowth, therefore, of 

 this essential fact that the state universi- 

 ties were the first of the higher institutions 

 to get into close organic touch with the 

 great element of the secondary system, 

 known as the public high school, and that 

 they have worked beneficently upon this 

 system of lower schools, sustaining, lifting 

 and improving it. 



It follows, also, from this that the state 

 universities were the first to find it neces- 

 sary to adapt their own requirements of 

 admission, to adapt to some extent their 

 own curriculum, to the needs of these sec- 

 ondary schools which have a much wider 

 function than that of simply preparing 

 for the university. And so the state uni- 

 versity has been determined in its educa- 

 tional policy by the needs of the secondary 

 school itself, thus bringing about a most 

 intimate relation. The result of this in- 

 timate relation between the state university 

 and the secondary schools has been that the 

 university in all the states where it has 

 been put upon the proper basis, has been 

 the most active and energetic infiuence 

 urging the community to develop in an 

 adequate way the secondary school system. 



The statement is sometimes made by op- 



ponents of large appropriations to the state 

 university that you had better spend more 

 money on your lower schools, and less on 

 your higher, if you desire to improve the 

 educational quality of the public school 

 system. No graver mistake could be made 

 than that which is involved in the ordinary 

 understanding of this proposition. 



You can not have good kindergartens 

 unless you have good primary schools. 

 You can not have good primary schools 

 unless you have good intermediate schools. 

 You can not have good interm.ediate schools 

 unless you have good high schools. You 

 can not have good high schools unless you 

 have good universities. In other words, 

 no community reaches the upper grade of 

 efficiency in its elementary schools, except 

 by establishing and improving the quality 

 of its higher schools. This is so apparent 

 to a student of education, and seemingly 

 so difficult of comprehension by the general 

 public, that a further word may not be out 

 of place. 



Suppose a state had ten millions of dol- 

 lars to spend on its school system. My 

 proposition is that a considerable portion 

 of that should be spent upon the highest 

 grade of the system, the university, in 

 order to secure the effective expenditure of 

 the money in the lower grades, and that if 

 you were to spend ten millions of dollars 

 upon your primary schools and nothing 

 upon your higher schools, you would have 

 a far inferior system^ of schools to what 

 you would have if you provided for an 

 adequate scheme of higher institutions. 



Certainly you can not have good schools 

 unless you have good teachers, and all our 

 experience shows that you can not have 

 good teachers in any grade of schools un- 

 less you have good schools of a higher 

 grade where these teachers may secure 

 their preparation. Moreover, there is a 

 subtle moral force ever at work in school 



