Colleges in America

by John Marshall Barker

The college graduates have furnished 33 per cent. of the Congressmen, 46 per cent. of the Senators, 50 per cent. of the Vice Presidents, 65 per cent. of the Presidents, 73 per cent. of the Associate Judges, and 83 per cent. of the Chief Justices of the Supreme Court of the United States.

Again, we are especially indebted to the colleges for encouraging private and public schools, through which we have become an enlightened people. It is impossible to estimate the indebtedness of popular to collegiate education. There is an intimate and vital relation between the college and the public schools, which differ not in kind, but only in the degree of instruction. "The success and usefulness of common schools," says Professor W. S. Tyler, "is exactly proportioned to the popularity and prosperity of the colleges, and whatever is done for or against the one is sure to react, with equal force and similar results, upon the other."

The colleges have been foremost in advocating that the education of the youth should not be left to those of meager attainments and narrow sympathies. They have maintained that, in order to reap the best advantages of our public schools, it is important to have wise, competent, Christian men and women to give instruction, as well as to prepare text-books, and to increase the appliances employed in teaching.

It has been a difficult task to bring our public school system to the present condition of progress. The work has proceeded slowly and steadily under the example and inspiration of great educational centers. The excellence and usefulness of our school system has advanced just in proportion to the culture and ability of the teachers. A collegiate education has always tended to foster and encourage higher standards of scholarship among teachers, and this influence has been diffused into the public school system. President Charles W. Super truthfully says: "That which leads up to the highest must always be supervised and directed by that which is at the top. A system of elementary and secondary education which does not culminate in the university, and make that the goal towards which its efforts are directed, is an absurdity. There must be good teachers before there can be good schools, and good teachers can only be formed in institutions that are chiefly concerned with knowledge at first hand. This has been a recognized principle in Germany for half a century, or longer; is now almost universally admitted in France, and is the goal toward which the whole civilized world is rapidly moving."

The efficiency of our public schools has been felt in every department of our social organization. They have been a strong bulwark against the influences of a raw and uninstructed foreign population, who, like a tidal wave, have flooded our shores. Some of these have not only been ignorant and infidel, but filled with monarchical ideas and un-American sentiment. The public schools have brought their children into accord with our American institutions, and developed intelligent patriotism. They have taught the youth common rights and privileges, and helped to generate a union of sympathy and sentiment which leads to the consolidation of our society into a homogeneous body.

The colleges, working through the public school teachers, have likewise helped to educate the millions of the manumitted and enfranchised colored people, and to break up sectionalism, allay party strife, and make for the peace, prosperity, and unity of the nation. Our political safety has called for a wise and vigorous effort to educate the masses and to assimilate the heterogeneous elements into our body politic. The public schools and colleges, with their interdependence, have in a great measure met the demand, and given us a legacy of peace, prosperity, and intelligence enjoyed by all the people.

Likewise, the colleges have contributed largely to the general prosperity and material progress of society. They are the real centers of power of this enterprising and progressive age. "The revival of learning and the epoch of discovery ushered in the epoch of natural science, which has made possible the epoch of useful inventions."

College-trained men are the most practical and useful of men. They have been the creators of material wealth and prosperity. Their discoveries and inventions have revolutionized business and social life. Every department of life is teeming with the fruits of science and philosophy, which have been largely built up by colleges and college-trained men. Bacon, Newton and Locke were sons of the English universities. Watt and Fulton associated with college men, and "derived from them the principles of science which they applied in the development of the steam engine and steam navigation. Professor Morse, the inventor of the electric telegraph, was not only a college graduate and professor, but made his great experiments within the walls of a university." Likewise, many other scientists, who have demonstrated the limitless possibilities of steam and electricity, and other valuable discoveries and inventions, were either trained in the colleges or received from them the working principles which were essential to their success. These human inventions are of priceless value to the people. The steam engine has contributed greatly to human welfare. It represents, in the United States alone, 20,000,000 horse power in the form of locomotives, or the steam power of 300 horses for each thousand inhabitants. Besides all this, 6,000,000 horse power in stationary steam engines manufacture goods for us. They give the vast force which toils for us, and the laborer furnishes only the guiding power. These inventions have enabled us to increase our wealth at the rate of $2,000,000,000 a year during the last decade, and helped to make our people sharers in the products of the world, and in all the blessings of civilization.

Professor Huxley was right when he said: "If the nation could purchase a potential Watt, or Davy, or Faraday, at a cost of a hundred thousand pounds down, he would be dirt cheap at that money." Fifty-two of the inventions now prized by the civilized world were made in Germany, and within the influence of her universities. All these discoveries are opening the doors for more wonderful disclosures. All the great industries of the country require men of trained minds and directive intelligence to organize and control them, and the colleges are recognized agencies to help produce them.

Our literature is also largely the fruit of college labor and tastes. The colleges, as centers of intellectual life, have fostered literary tastes in those who have built up and enriched literature. Their libraries and lectures have gathered together men of literary aims and ambitions, so that the seat of the college has become the home of new and grand ideas, which at once encourage literature and science. This congenial intellectual atmosphere has incited many a young person to project noble literary plans.