The Frontier in American History

by Frederick Jackson Turner

The West and American Ideals[290:1]

True to American traditions that each succeeding generation ought to find in the Republic a better home, once in every year the colleges and universities summon the nation to lift its eyes from the routine of work, in order to take stock of the country's purposes and achievements, to examine its past and consider its future.

This attitude of self-examination is hardly characteristic of the people as a whole. Particularly it is not characteristic of the historic American. He has been an opportunist rather than a dealer in general ideas. Destiny set him in a current which bore him swiftly along through such a wealth of opportunity that reflection and well-considered planning seemed wasted time. He knew not where he was going, but he was on his way, cheerful, optimistic, busy and buoyant.

To-day we are reaching a changed condition, less apparent perhaps, in the newer regions than in the old, but sufficiently obvious to extend the commencement frame of mind from the college to the country as a whole. The swift and inevitable current of the upper reaches of the nation's history has borne it to the broader expanse and slower stretches which mark the nearness of the level sea. The vessel, no longer carried along by the rushing waters, finds it necessary to determine its own directions on this new ocean of its future, to give conscious consideration to its motive power and to its steering gear.

It matters not so much that those who address these college men and women upon life, give conflicting answers to the questions of whence and whither: the pause for remembrance, for reflection and for aspiration is wholesome in itself.

Although the American people are becoming more self-conscious, more responsive to the appeal to act by deliberate choices, we should be over-sanguine if we believed that even in this new day these commencement surveys were taken to heart by the general public, or that they were directly and immediately influential upon national thought and action.

But even while we check our enthusiasm by this realization of the common thought, we must take heart. The University's peculiar privilege and distinction lie in the fact that it is not the passive instrument of the State to voice its current ideas. Its problem is not that of expressing tendencies. Its mission is to create tendencies and to direct them. Its problem is that of leadership and of ideals. It is called, of course, to justify the support which the public gives it, by working in close and sympathetic touch with those it serves. More than that, it would lose important element of strength if it failed to recognize the fact that improvement and creative movement often come from the masses themselves, instinctively moving toward a better order. The University's graduates must be fitted to take their places naturally and effectually in the common life of the time.

But the University is called especially to justify its existence by giving to its sons and daughters something which they could not well have gotten through the ordinary experiences of the life outside its walls. It is called to serve the time by independent research and by original thought. If it were a mere recording instrument of conventional opinion and average information, it is hard to see why the University should exist at all. To clasp hands with the common life in order that it may lift that life, to be a radiant center enkindling the society in which it has its being, these are primary duties of the University. Fortunate the State which gives free play to this spirit of inquiry. Let it "grubstake" its intellectual prospectors and send them forth where "the trails run out and stop." A famous scientist holds that the universal ether bears vital germs which impinging upon a dead world would bring life to it. So, at least it is, in the world of thought, where energized ideals put in the air and carried here and there by the waves and currents of the intellectual atmosphere, fertilize vast inert areas.

The University, therefore, has a double duty. On the one hand it must aid in the improvement of the general economic and social environment. It must help on in the work of scientific discovery and of making such conditions of existence, economic, political and social, as will produce more fertile and responsive soil for a higher and better life. It must stimulate a wider demand on the part of the public for right leadership. It must extend its operations more widely among the people and sink deeper shafts through social strata to find new supplies of intellectual gold in popular levels yet untouched. And on the other hand, it must find and fit men and women for leadership. It must both awaken new demands and it must satisfy those demands by trained leaders with new motives, with new incentives to ambition, with higher and broader conception of what constitute the prize in life, of what constitutes success. The University has to deal with both the soil and sifted seed in the agriculture of the human spirit.

Its efficiency is not the efficiency which the business engineer is fitted to appraise. If it is a training ship, it is a training ship bound on a voyage of discovery, seeking new horizons. The economy of the University's consumption can only be rightly measured by the later times which shall possess those new realms of the spirit which its voyage shall reveal. If the ships of Columbus had engaged in a profitable coastwise traffic between Palos and Cadiz they might have saved sail cloth, but their keels would never have grated on the shores of a New World.