July 25, 1913] 



SCIENCE 



113 



required to analyze and parse Spencer's 

 "Faerie Queene. " The basis of examina- 

 tion is of analysis and criticism and not of 

 construction and production. In all other 

 things we are a practical people and our 

 national university should broaden the 

 lines of approach to higher education and 

 make it possible to attain success in all the 

 walks of life. Especially do we need an 

 institution for constructive and vocational 

 education in the major arts of expression. 

 Only by a definite technical training in 

 them from an early age, coupled with a 

 broad general education, can we hope to 

 attain great things in music, poetry, paint- 

 ing, sculpture and architecture. 



The Department of Agriculture has had 

 no great difficulty in building up a great 

 system of scientific experiment and distri- 

 bution of knowledge in everything which 

 pertains to life on the farm, on the plea 

 that all wealth comes from the soil, yet only 

 one third of our population gain their liv- 

 ing by tilling the soil. We ask of this new 

 national university that it shall give an 

 equal chance to the remaining two thirds of 

 its citizens. We ask for the eighty-odd per 

 cent, of our children the privilege of using 

 the seven most important years of their 

 childhood for their own development in an 

 institution of learning where they may 

 utilize their own earning capacities for 

 their own growth. 



This new university should recognize 

 that every youth has the inalienable right 

 to such instruction as will develop all the 

 best there is in him, and this can be done 

 best by making him self-supporting and 

 self-reliant until he can take his place at 

 maturity fully equipped for the battle of 

 life. This is not to be attained by pamper- 

 ing and protection, but by tempered hard- 

 ship and strenuous voluntary effort. Youth 

 naturally seeks these environments and be- 

 cause our schools and colleges do not fur- 



nish them for those who need them most, 

 such an institution is not only an eeonomie 

 necessity but a moral necessity — if we are 

 to rise to our national ideal that all men 

 are created free and equal. Free to make 

 the most of life and equal in the opportuni- 

 ties for self-development. 



The government, early in its life, estab- 

 lished schools for the Army and Navy on 

 the necessity of national defence. Any na- 

 tional university must obviously give place 

 to training for the civil service and the con- 

 sular and the diplomatic service. For 

 these reasons, if no other, the university 

 and its subsidiary branches should give 

 degrees or diplomas that will answer for 

 civil service examinations in the many 

 grades of this occupation. This kind of 

 training is so varied and frequently so tech- 

 nical that no existing institution could be 

 expected to do it for the government. 



Of course, the great central university 

 devoted to the highest kind of research in 

 science, arts and letters, should reserve to 

 itself the higher degrees, and that the at- 

 tainment of such high degrees should be of 

 such a kind as to have national and inter- 

 national importance. 



Every great movement for the salvation 

 of man from the sloth of degeneration has 

 taken the form of exalting the people's 

 ideals into a religion. Under such influ- 

 ence the world has tried salvation by faith, 

 salvation by creed, salvation by vicarious 

 atonement, salvation by law. Each age 

 has also built great temples to their ideals 

 to give definite form and power to their 

 aspirations. If we are true to our national 

 ideals of liberty we will build a temple to 

 liberty in every county and city ward, 

 where we may enthrone science and art and 

 liberty for the salvation of mankind. Dur- 

 ing the centuries past the world has bowed 

 before the privileges gained by force of 

 arms, privileges granted by royal favor,' 



