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HOW FAR SHOULD UNIVERSITIES BE OF ONE TYPE? 105 
First, As rapidly as possible to occupy every province of knowledge and 
instruction. 
Second, To aim at special excellence in certain portions of the field. 
Each of these theories has its exponents in this country. But the 
great majority of American universities seem to have adopued the first 
of these theories. In general, we may say that that is our American 
idea of university development. Nearly every university is trying to bo. 
the educational compass. It aims to do, sooner or later, and as soon as 
possible, what would be demanded of it if it were a single national 
institution. It would equal or surpass the complex of faculties at Paris 
and Berlin. It would emulate the glory of England’s twin capitals of 
university life. Onr universities are attempting to combine the full 
1eritage of the past with all the new and ever-growing exactions of the 
present. Every one must have the full range of classical learning, for 
those who still believe in the old masters of civilization. It must add a 
tnowledge of the chief languages and literatures of modern life. It must 
lollow the lines of ancient and medieval and modern history. It must 
liscuss the governmental theories and practice of all civilized nations. It 
must scan their ever-varying systems of philosophy. It must deal with the 
protean shapes of so-called sociology. It must pay much attention to 
she higher mathematics. Then the half has not been told. The natural 
sciences challenge a foremost place in every advanced institution, and 
claim, year by year, new foundations for special investigations. Their 
pursuit is costly, and adds enormously to the demands made on university 
‘unds. Special graduate studies assume new importance both in science 
and in literature, making necessary a multiplication of investigators and 
teachers and an increase of appliances for advanced research. With the 
axception of theology in the State universities, schools for the old profes- 
sions must be maintained, and schools for many new professions. The 
calls for expansion are practically unlimited for every university working 
on this American system. 
That the evils of this procedure are not more fully realized is only 
secause our American experiment is so new, and its results still inchoate. 
Local pride and personal ambition have fostered boundless hopes. Our 
young communities have not yet measured themselves by the highest 
standards of a universal culture. They do not realize the magnitude of 
the task they have so bravely undertaken. They forget how many are 
the provinces to be occupied, how rapidly these provinces are multiplying. 
If a university could be fully equipped to-day for the whole round of 
knowledge, the swift-coming to-morrow of time would leave it in the 
background. But to-day finds no such assured foundations in our land. 
With the richest, demand for increased resources far outruns supply. 
The needed crop of great men, as investigators and teachers, will not 
spring from the mere sowing of gold. There will be no university which