here the best kind of teaching and we shall not fail to have the best kind of scholars. Students will come to us in generous numbers, if we can do for them what they need. And I think I can not be mistaken in the belief that as our courses of study in the later years shall grow richer in subjects of living interest, and shall prove their real value in superadding the most important knowledge to the discipline of the earlier years, a constantly increasing number of students will be more reluctant than heretofore to leave the university without completing its entire course of study.

The generosity which provides a university for higher education ought to be appreciated by parents throughout this state. No better inheritance can be given to a child than a good education. With this, unnumbered sources of enjoyment are opened, and the possibilities of a useful life are increased. It is possible that the educated man may sometimes be outstripped in life by the so-called uneducated. It is quite possible that, with widened views of the ever-expanding fields of knowledge, and from personal experience of other minds brighter than his own, there may come to the student a distrust of his own attainments and powers, which may cause him to shrink from the rough conflicts of active or professional life. It is quite possible that refinement may be gained at the expense of vigor. Certainly there is nothing so well-fitted to destroy a man's self-conceit as thorough education, and doubtless self-conceit in some men is mightier than cultivated intellect in others. But such results as I have hinted at are not naturally to be expected from education. It is simply reason to believe that a man will suc

Iceed best with a cultivated and well-informed mind. The history of our country proves this. But when one with such a mind fails, as sometimes happens, he is not even then without his compensations. For in his own thoughts and studies in the world in which he has lived apart from the great turbulent world of matter in which he has made a failure of it, does he not find a delight which goes far towards reconciling him to the loss of other things?

We ask, then, the people of this state to sustain this University by giving to it their sons and daughters to be educated. We ask the boys and girls of Minnesota to remember that this University exists for them and belongs to them. If they will come to us, we will do all that we can to give them discipline, culture, knowledge, power-all that we can to ennoble their characters and to confirm their devotion to the highest truth.

It is a delightful experience for a teacher to quicken the intellect of a scholar. It is a no less delightful experience for a teacher to quicken the moral faculties of a student, and make him strong to resist temptations to evil. To win the confidence and regard of his pupils, while yet holding them fast to courses of discipline and inspiring them to seek the highest things in knowledge, so that he may be to them not merely "guide or philosopher," but "friend," to whom in any emergency, in any moment of special trial, they would come with a full assurance of sympathy and help, as they might to their own father in the distant home, this, it seems to me, must be the crowning joy of the wise educator; for he knows that so long as his pupils are bound to him by the ties of personal affection, his power

both to stimulate them in intellectual work, and to restrain them from everything hurtful will be almost complete.

I hope there will be developed here, among the students, if it does not already exist, a feeling of love for the University-a love that shall last as long as life itself. I hope that all our students, as they graduate and go out into the world, will look back to this place as to what was once their home, and what, in a very high sense, was their birth-place; that they will have pleasant memories of something besides recitations and lectures; that they will recall many a word of counsel, of encouragement, of inspiration, given to them by the instructors outside the lines of daily routine; and that, as the years pass on, they will love to come back to us and encourage us in our work, by showing what noble men and women they have become. That is the kind of loyalty to the University we shall seek to inspire, a loyalty born of the remembrance that here, in the very crisis of life, kindness and sympathy were experienced, here intellectual power and moral earnestness were acquired, and here an inspiration to a true life was given, an inspiration whose voice has been heard in all the years that are past, and, they know, will never be silent in the years that are to

come.

THE DISSEMINATION OF EDUCATED MEN *

The orthodox idea of a college education has always emphasized the importance of discipline and has deprecated any haste towards specializing. It maintains, as was universally maintained fifty years ago, that the ideal education is not an agency for teaching a man particular facts that are going to be of service to him. The higher institutions of learning should undertake to teach theory rather than practice, methods of reasoning rather than methods of doing things. The college stands for the non-commercial interests, the traditional public sentiment; and the university is something more than a place for training professional experts; it is a place for training citizens for a life of freedom and leadership.

These sentiments are, no doubt, the governing sentiments in most of the New England colleges of to-day, as they have been in the past. It is possible that they still meet the conditions of these college constituencies as fully as they did a century ago, though I very much doubt it. But the longer I study the problem of student life and the economic conditions of our country, the more I am led to suspect that there is a fallacy somewhere in the old argument; the more I am convinced that a college education

*An address delivered at the Twenty-eighth Annual Commencement of the University of Minnesota, June 7th, 1900.