intellectual offspring of the universities, as is the case in all other countries, or, as some may claim, in newer communities, the univer sities are the product and flower of the common schools, they deal in both cases with the development of the citizen, the one beginning, and the other finishing his education. The one lays the foundation, the other sets the capstone of the edifice. What is a university? It is an institution representing the best learning and highest teaching power of the community in which it exists. The university in the Middle Ages, with their trivium and quadrivium, taught the best of what was then known; and now, though they fall so far short of their full scope and ideal, they are still the citadels of science, the strongholds of culture and high thought. They constitute that Capitolian Hill from which the standards of the Eternal City are carried down by its panoplied legionaries for service or strife. If the common school is the starting point, and the university the close of education, they certainly have a connection and relation. Let us consider what this is.

Education is integral. In whatever terms defined, it is a preparation of the younger generation by an older for the work of life. Some of it is carried on in the streets-this is unconscious education; some in the shop or office-this is special. The last of all is the education of the home, which combines all these. What is then left for the school-room? Intellectual training is a comparatively small part of the whole. It has monopolized the term "education" to the exclusion of other influences, because, while the others are more or less implicit or indirect, school education is avowedly and aggressively informing, instructively educational in its purpose and methods. It is the preparation for life, so far as it can be given by formal and didactic methods..

Where education shall begin, and how far it shall proceed, and by what agencies and studies it must be carried on, will depend on many circumstances in the condition of the community and of the individual. But with each individual mind that enters on this formative process, the progress is, while it lasts, continuous. We differentiate time by day and night, by the seasons, by years and by cycles, but time itself flows on past our landmarks like a great river. So a human life in its individuality, its continuity, its development, flows on past the landmarks we would set up for it. It is one. It has its dawn, its prime, its matin hour, its noon, its evening, its gloaming, its final shadows, and its curtained darkness in death; but it is day till the night comes. It is one. So we differentiate the

long day of educational preparation which is closed only by the nightfall of death. We mark it off into spaces. We assign this to the nursery, and that to the kindergarten, and still other spaces to more advanced education, and the last of all to the work of life. But still it is essentially one process-the development of the man. We must remember that all the agencies we employ in this process-common school, high school, college and university-are but successive mansions in our Father's house, even as the vestibule, the ante chamber and the audience-hall lead us to the foot of the great throne, from which is the effluence of all light and knowledge.

The relation of the university to the common schools is through the high school and the college. It is but a higher link in the golden chain that depends from above. It represents the highest phase of formal school education. If any higher is yet to be discovered, it will still belong to the university. The common school, in its different strata, represents the lowest phase, and likewise the broadest of popular education. Between them are the high school and the college. I take the liberty of quoting from a report which, though printed some eighteen months ago, has not been published :

"The educational system of any people to be complete must constitute a finished and homogeneous structure. It should be a pyramid, with the common schools at its base and the university at its apex. Such is the much admired German system which is consistent with itself and complete in all its parts. Whether, then, our university owes its existence to legislative wisdom or private munificence intended, as it is, to perform an important part in the public education of the State, it should recognize fully its relations to every other part of the educational system and seek to bring each and all into that harmony which will insure improvement. It is both good policy and wise administration to plant the university on the popular affections and interests and to aid public instruction wherever it can be safely done. Of course the fundamental principle of such a policy is to make the beneficence of our work as real, expansive and manifest as human fallibility will permit."

In the first report I made as president of the Louisiana State University, in December, 1880, I set forth the mutual interdependence of all the parts of our educational system and the urgent need of help to our white population in securing its blessing. The following was my language:

"On the free-school system of education rests the hope of the development, if not of the preservation, of our material interests and of our liberties in the United States. This is especially true of the South, and in no State has it greater significance than in Louisiana.

The control of the most sacred rights of property, of the subtlest questions of morals and law, of the most delicate functions of polity, and of the fundamentals of civilization itself, are now, perforce, entrusted to the masses, largely made up of ignorant freedmen. It behooves the State, as the conservator of society, to use every power and energy to enlighten this dense and dangerous darkness. It should extend to its colored citizens the benefits of education and lead them to a higher and purer plane of intelligence. But it should remember that it must depend chiefly upon the white race, with its immemorial right of leadership, for its ability to keep pace in the march of civilization with happier and more favored commonwealths. It should not withhold nor stint its hand in giving to equip these of its sons for the struggle of life. To this end, common schools should invite the humblest of its citizens to learn those elements of knowledge which should be the general heritage of freemen. Higher schools should receive generous State aid, so that those willing to make sacrifices should not be without the opportunity of advancing along the rugged path of knowledge; and, crowning the public school system as a cap-sheaf, the most fruitful gift of this benignant harvest of learning should be the university. As part of that system and its culmination, the university should open its doors freely to all who aspire to the higher education. It ought not to usurp the functions of the primary school or of the high school, but should reserve its energies for those who have patiently undergone their preliminary training. These it should foster with the most sedulous care and the university should be the nursery of the teachers of our public schools. From its walls yearly should go forth men fully equipped by training, general information and special instruction in the best methods of the normal school, which has its greatest efficiency as a branch in a university. These men should constitute that army of schoolmasters who are to banish ignorance in Louisiana."

A king of Sparta, when asked where were its walls, pointed to his soldiers and replied, "These are the walls of Sparta, and every man of them is a brick." So in the great edifice of popular education, every human soul in the community should be built into the solid structure, in its place, at base or at summit, so that all may see that

"The castle is the king's alone,

From turret to foundation-stone."

But if the university and the common schools represent successive phases of a man's development. they should not do the same work. One deals with the multitude, with a mighty host, the levy en masse, who go out to fight the battle of life. These have but a brief time for disciplined drill. In it they can learn but a few things well, but if these are learned very well, as they may be, they are a great help

in the life of the learner; they are sufficient for his purposes as a private in the grand army; and, as in a truly constituted army every private may carry a marshal's baton in his knapsack, so in a free country every citizen, with this start, has his chance, if ability, courage and good fortune are with him. But though the high school and the college afford the training that fits men to be officers in this army, neither they nor the university can make generals of them, even though it had a power to commission as such.

"A prince may make a belted knight,

A marquis, duke, and a' that,

But an honest man's above his might,
Guid faith he mauna fa' that."

The king who creates a peer cannot make a gentleman. The school cannot make a scholar, because it does not furnish brains to its pupils. The university creates the elite corps of culture, the engineers of thought. I would have the approaches to it not along a narrow declivity; but, with its wide gates thrown open to every quarter of the heavens, it should welcome every comer whose faculties and powers are trained for service on the field of life. The university fits him for still more difficult achievements.

The common school, then, gives the elementary education. The secondary school should begin the work of differentiation in courses of study, which branch out as you rise in the scale through high school and college to the university, where the work becomes special and professional. The common school gives the general education, the secondary schools the higher education and the university the highest of all.

But the university has still another function, whatever may be its restriction in a highly specialized system, like the Prussian. Here it has much work to do which may be called supplementary-work which is not done and cannot be done by primary or secondary schools, for lack of means or other sufficient cause.

Permit me to quote myself again:

"If education has been correctly defined, and the university represents its highest phase, the question naturally arises, Where does this phase commence? In a highly organized society, the whole work of education may be regularly distributed to the primary school, the high school, the college and the university, with the aid of professional, technical and other special schools. But in America, and especially in the South, we must do what we can, not what we would.

The university is, without exception, obliged to perform the

duties of the college, and generally of the high school also. There can be no objection to this if such an institution grasp the whole problem in its entirety and yet recognizes the essential difference between the spirit and methods of its lower and higher departments. A university may begin where its circumstances and the condition of its people require, so only that it shall not close its work without offering its students those chartered rights to liberal knowledge, that emancipation of thought which is the true key-note of academic freedom and university life. That this is not the idea of the German university, I admit. That idea involves a complete severance of the gymnasium or college from the university. But forms and ideas. must yield to actual conditions; and much as it would shock a German university professor to tell him so, I am sure that for the teacher himself it is a higher discipline to be able and compelled to teach in both the university and the college than in either alone. If a higher discipline, then a higher man is the outcome; and though the direct results may be less obvious, the indirect evolution of all concerned should be larger."

Now let me illustrate from our work here. If you will pardon me, I will quote from the report already cited as made to my Board, as to one of the functions of a university: "A university should combine in its work three objects—the higher education of the young, the extension of the area of original research, investigation and discovery and the elevation of the public tone and culture. This last is done in part unconsciously and without any direct effort." (The speaker then showed how it was effected through the influence of the faculty and alumni and through the influence of a free public library, offering and opening its benefits to all).

This is true also of art galleries and museums. The museum is the workshop of the scientist and the kindergarten of the people. It teaches natural science without a master. The most direct method of reaching the popular mind, however, is through popular lectures. Conducted by able men they awaken the spirit of inquiry in many breasts and diffuse important information. This is said to be a difficult community to reach by this method. But if free and guaranteed by the university, and on subjects interesting to the community, it will, after a while, become the habit and perhaps the fashion to attend them. This university is doing what it can to raise the popular intelligence by free lectures on physiology and hygiene and by free systematic instruction in drawing to teachers and in night classes for the benefit of mechanics and others.

There is just one other point I wish to allude to in a paper which professes to touch the surface of the subject merely. It is the re