and secondary education. It must be so immediately based upon it that there shall be no gap between the university and this scheme of preparatory work.

From this, several consequences follow, some of them beneficial and some of them, if not injurious, at least antagonistic in a eertain sense to the highest and most rapid development of the university.

The state university can not require for admission what the secondary schools of the state can not give, and if these remain few in number, and of a low type, the university itself must be content with living upon a lower plane of usefulness than would otherwise be the case.

It is a natural outgrowth, therefore, of this essential fact that the state universities were the first of the higher institutions to get into close organic touch with the great element of the secondary system, known as the public high school, and that they have worked beneficently upon this system of lower schools, sustaining, lifting and improving it.

It follows, also, from this that the state universities were the first to find it necessary to adapt their own requirements of admission, to adapt to some extent their own curriculum, to the needs of these secondary schools which have a much wider function than that of simply preparing for the university. And so the state university has been determined in its educational policy by the needs of the secondary school itself, thus bringing about a most intimate relation. The result of this inThe result of this intimate relation between the state university and the secondary schools has been that the university in all the states where it has been put upon the proper basis, has been the most active and energetic influence urging the community to develop in an adequate way the secondary school system.

The statement is sometimes made by op

ponents of large appropriations to the state university that you had better spend more money on your lower schools, and less on your higher, if you desire to improve the educational quality of the public school system. No graver mistake could be made than that which is involved in the ordinary understanding of this proposition.

You can not have good kindergartens unless you have good primary schools. You can not have good primary schools unless you have good intermediate schools. You can not have good intermediate schools unless you have good high schools. You can not have good high schools unless you have good universities. In other words, no community reaches the upper grade of efficiency in its elementary schools, except by establishing and improving the quality of its higher schools. This is so apparent to a student of education, and seemingly so difficult of comprehension by the general public, that a further word may not be out of place.

Suppose a state had ten millions of dollars to spend on its school system. My proposition is that a considerable portion of that should be spent upon the highest grade of the system, the university, in order to secure the effective expenditure of the money in the lower grades, and that if you were to spend ten millions of dollars upon your primary schools and nothing upon your higher schools, you would have a far inferior system of schools to what you would have if you provided for an adequate scheme of higher institutions.

Certainly you can not have good schools. unless you have good teachers, and all our experience shows that you can not have good teachers in any grade of schools unless you have good schools of a higher grade where these teachers may secure their preparation. Moreover, there is a subtle moral force ever at work in school

matters which makes it impossible to secure the highest point of efficiency in any grade of the school system unless it looks forward to and prepares for something higher. You can not have good schools of an elementary grade unless there is the opportunity for your best pupils, for those who have the time and money, to pass on up to ever higher grades of study. This is the justification of the high school, the college and the university from the standpoint of the eighth and seventh and sixth and first grade of the elementary school.

As a state university this institution will have intimate relations not merely with the high schools and elementary schools of the educational system, but with the other great element of the secondary scheme, namely, the normal schools.

Many people have thought that the normal school is in a certain way merely a temporary element in our educational system. It is intended to train teachers for the elementary and secondary schools. And there is a feeling in many quarters that as our high schools improve in quality and our universities multiply, the necessity of our normal schools will disappear.

I have no doubt myself that the normal. school will change profoundly its character in the course of years, though how it will change I do not profess to know; but that it will, within any time for which it is worth our while to plan, become a superfluous element in our scheme of education I do not believe at all. Develop our universities as much as we may be able, develop our colleges as much as private enterprise and church initiative may assist us in doing, we shall still not be able to secure for our elementary and secondary schools an adequate number of properly trained men and women without the assistance of these normal schools.

I believe that they should stand in the

very closest relation to the state university, and I believe that it should be possible to organize their work in such a way that persons who intend to prepare for the work of teacher in the elementary and secondary schools of the state, and for the position of superintendent and other similar administrative positions, should find it possible to pass either through the normal school and then through the university, or through the university and then through the normal school, as they may find it most convenient, I believe that all our universities would find it to their advantage to get into touch with this great normal school system, but for the state university this is an absolute essential.

The state of Illinois has established five great normal schools and has equipped them in a most liberal way, and will continue with increasing liberality to keep them fully abreast of the times. They are doing a work which no other element in our school system is doing, and I expect, for my part, to see them improve and grow rather than decrease, and the state university and the normal school together will form, if you please, a single institution for furnishing, in the most efficient and economic method practicable, properly trained men and women for the great system of public schools supported by the state.

But the state university, it seems to me, must proceed further than I have thus far indicated, and with one or two brief suggestions as to some of the directions in which the state university will develop, I shall bring these considerations to a close.

The state university will become more and more a great civil service academy, preparing the young men and women of the state for the civil service of the state, the county, the municipality and the township, exactly as the military and naval

The business of the government is becoming more and more complex with every passing year. The American people is beginning to take a new attitude upon the subject of its civil service. Formerly it was thought that anybody who could read and write was fit for almost any position in the service of the state, and for a long time in the history of the country it was thought that the most practical method of selecting men and women for positions in the civil service was by their affiliation with and devotion to political parties or political factions. We are coming to a recognition. of a new state. The abuses of politics have led the American people to the general acceptance of a principle, very far from being worked out as yet, under which men and women shall be selected for the civil service by a method which shall eliminate the element of political affiliation (I am speaking now of the administrative positions in the narrow sense of that term), and every passing year sees some new strengthening of this principle of the socalled merit system under which people are selected for posts in the public service on other grounds than that of party devotion.

But we shall not be satisfied very long with this condition of things. Public administration is becoming with every passing year a more complex subject. It calls for special knowledge. It calls for the trained mind and the trained hand. It will not be long, therefore, until the American people will, for many positions now practically open, insist that the holder shall be properly trained and qualified to perform the duties of that particular office; and now that the state offers every opportunity to secure an education not merely in the elements of learning, but in the secondary and higher grades as well; now that the state offers an opportunity to procure prac

to qualify people for these posts, we may expect to see more and more a standard of efficiency set up and insisted upon by the people of this state, for all persons entering the public service. In an age of excellent courses in civil engineering supported by the state almost free of charge, we may expect to see the state require that the civil service aspirant in the field of surveying, for example, shall be a man of scientific training, not merely one who has learned his business by mere rule of thumb. We shall expect to see every municipality demand and employ men of careful scientific training to test its water supply and its food supply. In other words, the time of the haphazard, happygo-lucky, hit or miss public official and of the ignoramus in the department of public administration is passing away in favor of the scientifically trained man who knows his business. Now the people of this state have a right to demand of the state university that it shall turn out men and women properly equipped for this kind of work, and who will return to the state in efficient service a thousandfold over, the cost of their trainng.

Now, all this you will note is in addition to and quite apart from the function of the state university as a center for the training of men and women who wish to enter the learned professions, a topic which has been discussed previously. To my mind, if the state requires an examination of proficiency from anybody as a condition of practising any profession, it should itself provide the centers properly equipped, where the requisite training may be obtained. And as the state may undoubtedly increase this supervision over callings now left free, we may expect to see the state, in the state university, provide opportunities for study in many directions which are not now to be found at all.

But the state university must be and become more than a civil service academy. It is and is destined to become to an everincreasing extent the scientific arm of the state government, just as the governor and his assistant officers are the executive arm and the judges and the courts are the judicial arm.

As the business of government becomes more complex, the problems which the state has to solve in many different directions become more difficult, requiring in many cases most careful scientific experimentation and long-continued investigation, for the pursuit of which there must be adequate laboratory equipment and trained investigators. For all such work the state university is the natural and simple means already provided.

I have called attention to the fact that here in the University of Illinois are already located, for example, the state water survey, the state natural history survey, the state entomologist's office, the state geological survey, etc. There is no doubt that if the university is properly organized to undertake this scientific work in a way to make it thoroughly effective, it will, to an increasing extent, be constituted the scientific arm and scientific head, if you please, of the state administration.

It goes without the saying that this concentration of the scientific work of the state government at the university has most valuable educational results. The increasing number of scientific men centered at the universities helps create that scientific atmosphere, that scientific spirit which is absolutely essential to the upbuilding of a great university. This union of scientific investigation and educational work is a most fortunate combination for both sides of the enterprise. The scientific work for the state government offers an opportunity to train the young men in actual practise, and by thus securing their interest

in and training for such work the government is able to obtain an ample and regular supply of properly trained workers in this field. By such a union the state secures the maximum of service at a minimum of cost.

Further, the state university will, I believe, in combination with the normal schools become practically, for many concrete purposes, the state department of education. We have already in this state and in most of the American states a state department of education, consisting usually of an officer called the state superintendent of public instruction. His duties, however, are comparatively narrow, as prescribed by law. The possibility of performing them is determined by very meager appropriations. Usually speaking, it is an office entrusted with the enforcement of the school laws and the distribution of the school money. The functions of the public ministry of education such as one finds in so many of the European states either are entrusted to him in a very small degree, or he is enabled to carry out these functions only within very narrow limits. The duty of canvassing the educational needs. of the state from time to time, urging and impressing them in a strong way upon the people of the state, not merely upon the teachers and the legislatures and the government, but upon the great masses of the people-this is something which our American departments of education have done only to a very slight extent. Now and then a strong personality in the position of state superintendent has worked out great things for the education of the state. We have an example of such a personality in the superintendent's office of the state at present. But there is need of a more continuous, of a wider spread, of a more deeply rooted, activity in this direction, than the state superintendent's office under existing conditions can develop. Such a

function, within certain limits, I believe the state university combined with the normal schools can perform. The department of education in the state university organizing the resources of the state university for this particular purpose may bring to bear upon the educational problems and upon the educational needs of the state, an expert opinion which it is not possible to find in any other department of the state administration.

This function, it may be said, is not performed by the university in its capacity as a civil service academy, preparing teachers for the educational service of the state. It is larger and wider than this. It is a recognition of the university as one of the organs created by the state for determining, within certain limits, the policy of the state in the great field of education.

And thus I might proceed with a summary of other great things that are waiting for the state university if it only knows the day of its visitation; if it only measures itself up to its opportunities; if it only performs faithfully and simply the duties which the state thrusts upon it.

But time presses and I must draw these considerations to a close. I have left untouched many things you may have expeeted me to discuss, not because I do not consider them as important, but either because I regard them as so fundamental that we should all agree upon them or because the limitation of time does not permit even their mention. You will have gathered from what I have said my conception in general of the function and future of the state university.

It may be defined in brief as supplementary to the great system of higher education which private beneficence and church activity have reared, and it is to be hoped will continue to rear. It is corrective rather than directive; it is cooperative rather than monopolistic; it is adapted for

This is a well-made and attractive volume of just the maximum size which long experience has shown to be the largest permissible for a handbook. It is of exactly the same dimensions as the first volume of Chamberlin and Salisbury, and although by the choice. of a thinner paper the American book numbers two hundred more pages, it contains so many more figures that the text of the two is of about the same length.

Although the two books take opposite points. of view, the one describing structures with little explanation, the other discussing processes with brief illustration, it is interesting to compare them. The Scotch book is as conservative as Edinburgh, the American as radical as Chicago. The former proceeds along the ancient ways with a leisurely fullness that is very attractive to a veteran, and recalls the time when he devoured Jukes of Nauman. The rock-forming minerals are described in detail, and the rocks with even greater fullness. The word petrography, with