to induce students to continue. It sinks deep shafts through the social strata to find the gold of real ability in the underlying rock of the masses. It fosters that due degree of individualism which is implied in the right of every human being to have opportunity to rise in whatever directions his peculiar abilities entitle him to go, subordinate to the welfare of the state. It keeps the avenues of promotion to the highest offices, the highest honors, open to the humblest and most obscure lad who has the natural gifts, at the same time that it aids in the improvement of the masses.

Nothing in our educational history is more striking than the steady pressure of democracy upon its universities to adapt them to the requirements of all the people. From the State Universities of the Middle West, shaped under pioneer ideals, have come the fuller recognition of scientific studies, and especially those of applied science devoted to the conquest of nature; the breaking down of the traditional required curriculum; the union of vocational and college work in the same institution; the development of agricultural and engineering colleges and business courses; the training of lawyers, administrators, public men, and journalists all under the ideal of service to democracy rather than of individual advancement alone. Other universities do the same thing; but the head springs and the main current of this great stream of tendency come from the land of the pioneers, the democratic states of the Middle West. And the people themselves, through their boards of trustees and the legislature, are in the last resort the court of appeal as to the directions and conditions of growth, as well as have the fountain of income from which these universities derive their existence.

The State University has thus both a peculiar power in the directness of its influence upon the whole people and a peculiar limitation in its dependence upon the people. The

ideals of the people constitute the atmosphere in which it moves, though it can itself affect this atmosphere. Herein is the source of its strength and the direction of its difficulties. For to fulfil its mission of uplifting the state to continuously higher levels the University must, in the words of Mr. Bryce, serve the time without yielding to it; " it must recognize new needs without becoming subordinate to the immediately practical, to the short-sightedly expedient. It must not sacrifice the higher efficiency for the more obvious but lower efficiency. It must have the wisdom to make expenditures for results which pay manifold in the enrichment of civilization, but which are not immediate and palpable.

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In the transitional condition of American democracy which I have tried to indicate, the mission of the university is most important. The times call for educated leaders. General experience and rule-of-thumb information are inadequate for the solution of the problems of a democracy which no longer owns the safety fund of an unlimited quantity of untouched resources. Scientific farming must increase the yield of the field, scientific forestry must economize the woodlands, scientific experiment and construction by chemist, physicist, biologist and engineer must be applied to all of nature's forces in our complex modern society. The test tube and the microscope are needed rather than ax and rifle in this new ideal of conquest. The very discoveries of science in such fields as public health and manufacturing processes have made it necessary to depend upon the expert, and if the ranks of experts are to be recruited broadly from the democratic masses as well as from those of larger means, the State Universities must furnish at least as liberal opportunities for research and training as the universities based on private endowments furnish. It needs no argument to show that it is not to the

advantage of democracy to give over the training of the expert exclusively to privately endowed institutions.

But quite as much in the field of legislation and of public life in general as in the industrial world is the expert needed. The industrial conditions which shape society are too complex, problems of labor, finance, social reform too diffi cult to be dealt with intelligently and wisely without the leadership of highly educated men familiar with the legisla tion and literature on social questions in other States and nations.

By training in science, in law, politics, economics and history the universities may supply from the ranks of democracy administrators, legislators, judges and experts for commissions who shall disinterestedly and intelligently mediate between contending interests. When the words “capitalistic classes" and "the proletariate" can be used and understood in America it is surely time to develop such men, with the ideal of service to the State, who may help to break the force of these collisions, to find common grounds between the contestants and to possess the respect and confidence of all par ties which are genuinely loyal to the best American ideals.

The signs of such a development are already plain in the expert commissions of some States; in the increasing proportion of university men in legislatures; in the university men's influence in federal departments and commissions. It is hardly too much to say that the best hope of intelligent and principled progress in economic and social legislation and administration lies in the increasing influence of American universities. By sending out these open-minded experts, by furnishing wellfitted legislators, public leaders and teachers, by graduating successive armies of enlightened citizens accustomed to deal dispassionately with the problems of modern life, able to

think for themselves, governed not by ignorance, by prejudice or by impulse, but by knowledge and reason and high-mindedness, the State Universities will safeguard democracy. Without such leaders and followers democratic reactions may create revolutions, but they will not be able to produce industrial and social progress. America's problem is not violently to introduce democratic ideals, but to preserve and entrench them by courageous adaptation to new conditions. Educated leadership sets bulwarks against both the passionate impulses of the mob and the sinister designs of those who would subordinate public welfare to private greed. Lord Bacon's splendid utterance still rings true: "The learning of the few is despotism; the learning of the many is liberty. And intelligent and principled liberty is fame, wisdom and power."

There is a danger to the universities in this very opportunity. At first pioneer democracy had scant respect for the expert. He believed that "a fool can put on his coat better than a wise man can do it for him." There is much truth in the belief; and the educated leader, even he who has been trained under present university conditions, in direct contact with the world about him, will still have to contend with this inherited suspicion of the expert. But if he be well trained and worthy of his training, if he be endowed with creative. imagination and personality, he will make good his leadership. A more serious danger will come when the universities are fully recognized as powerful factors in shaping the life of the State not mere cloisters, remote from its life, but an influential element in its life. Then it may easily happen that the smoke of the battle-field of political and social controversy will obscure their pure air, that efforts will be made to stamp out the exceptional doctrine and the exceptional man. Those who investigate and teach within the university walls must respond to the injunction of the church, "Sursum corda"

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lift up the heart to high thinking and impartial search for the unsullied truth in the interests of all the people; this is the holy grail of the universities.

That they may perform their work they must be left free, as the pioneer was free, to explore new regions and to report what they find; for like the pioneers they have the ideal of investigation, they seek new horizons. They are not tied to past knowledge; they recognize the fact that the universe still abounds in mystery, that science and society have not crystallized, but are still growing and need their pioneer trailmakers. New and beneficent discoveries in nature, new and beneficial discoveries in the processes and directions of the growth of society, substitutes for the vanishing material basis of pioneer democracy may be expected if the university pio. neers are left free to seek the trail.

In conclusion, the university has a duty in adjusting pioneer ideals to the new requirements of American democracy, even more important than those which I have named. The early pioneer was an individualist and a seeker after the undiscovered; but he did not understand the richness and complexity of life as a whole; he did not fully realize his opportunities of individualism and discovery. He stood in his somber forest as the traveler sometimes stands in a village on the Alps when the mist has shrouded everything, and only the squalid hut, the stony field, the muddy pathway are in view. But suddenly a wind sweeps the fog away. Vast fields of radiant snow and sparkling ice lie before him; profound abysses open at his feet; and as he lifts his eyes the unimaginable peak of the Matterhorn cleaves the thin air, far, far above. A new and unsuspected world is revealed all about him. Thus it is the function of the university to reveal to the individual the mystery and the glory of life as a whole-to open all the realms of rational human enjoyment and achievement; to