The record-union., 1893-06-22
late those inherent conditions of penury,

lSpeuSdDIe 10 success III llley anu SecOnu
that cooperation of labor would supply
to the non-capitalist classes the perfect
substitute of associated wealth. He clearly
perceived that no undertaking, however
great, was impossible to associated labor;
that capital being the result of labor, or
indeed the accumulation of labor, its ag
gregation into cooperative relation was
in all respects the equivalent of its ac-
cumulation. Governor Stanford clearly
perceived that existing systems of edu-
cation confer theoretical rather than prac-
tical ability, and hence that the
theory of cooperation of labor, with its
attendant and beneficent results to the
non-capital!st classes, would be prac-
ticable only in a society where the edu-
catlonal system, and especially the hig her
education, directed the acquired capaci-
ties into practical rather than theoretical
channels. Thus the Leland Stanford
Jr. University is bequest to the common
life, more far reaching in its effect upon
the equal distribution of wealth, and
traught with more good to the nom
capitalist classes than could possibly at
tend the equal distribution among the
poorer classes of the largest conceivable
fortune.
Nearly every possessor of a large estate
has had under contemplation the found
ing of some public benefaction. Ger
tainly every man of philanthropic tend
encles who has become the possessor of
large wealth has felt this impulse. The
desire to acquire great riches once graft
hed, the possessor very naturally desires
to signalize his fitness to discharge the
trusteeship resting upon wealth by the
establishment of some monument which
would do honor to his wisdom, his benef-
cence, or endear his memory to mankind.
The appreciation of our fellowmen is a
natural desire of the human mind, and to
declare that one is wholly Indifferent to
such appreciation, and equally Indifferent
to reprobation, would be to declare the
existence of one devoid of humane i'm
pulses. A mere miserly sentiment is
despicable even to miser; hence, among
the most miserly of men there is a
disposition to acquire some repu-
tation for generosity. Unfortun-
ately, however, as rule
large fortunes respond to the appeals of
benevolence only in the form of legacies
which serve the purpose of a posthumous
apology for selfish life. But when to
large mindedness, benevolent impulse
and elevated character great wealth is
added, as in the case of Leland Stanford,
the contemplation OF great benefaction
during the years of life and health and
strength must afford a most exalted
pleasure. Such a contemplation must
necessarily dignity the requirement of
wealth and invest its pursuit with the
highest attributes of philanthropy. Very
early in the requirement of his wealth,
and even from the time when it was
clearly perceived by him that great
riches would be one OF the elements of
success attending his career, he began
the contemplation of public benefac-
ton.
The death of his only son and heir left
him childless, and to suggestion made
by this son the Leland Stanford Jr. Uni
versity is due. In the deed of founda-
ton this statement is clearly made, as
follows:
Since the idea of establishing an insti-
tuition of this kind for the benefit of man
kind came directly and largely from our
son and only child Leland, and in the
belief that had he been spared to advise
us as to the disposition of our estate he
would have desired the devotion of a
large portion thereof to this purpose, we
will that for all time to come the institu-
ton hereby founded shall bear his name,
and shall be known as THE Leland Stan
ford Junior University"
Speaking of the university, Mr.. Stan
ford said:
ut has been my aim to found
an institution of learning which will
more nearly conform to the progressive
spirit of the age and more nearly SUBJ
serve the necessities of modern civiliza-
ton than the universities which retain
the rudimentary remains of the original
university ideal. The higher education
of the past has consisted in the mastery
of that knowledge which belonged to the
ancients, or more properly to the
classical period. Until within very
modern times what has been known
as the learning of the world was locked
UP in the dead languages. Until within
tory of education, scholarship consisted
in familiarity with Aristotle. The basis
of all learning was in what was known
as philosophy among the Greeks Hence
education began only after the acquire
ment of the languages, in which the learn
ing of the past was entombed. The arts,
law, medicine, natural sciences, are SUBJ
jects of modern introduction, and these
the student usually acquires, disassoci-
ated with all experimental knowledge,
and hence the requirement is not eyoIu-
tionary, or that which comes from learn
ing after the necessity for KNOWLEDGE is
experienced, but learning without per-
oeption as to the practical value of the
knowledge which is being ACQUIRED
Thus strong contrast was produced be-
tween the results of apprenticeship and
the practical utility of scholarship. The
greatest naval commanders were not pro-
duced by the academies in which nauti-
cal science and the art of naval warfare
are taught, but by actual observation and
experience on the seas. The best LAWYERS
and the most profound jurists owe their
eminence less to the schools in which
they were taught than to the self-teachine
resulting from practice at the bar. or ex-
perience on the bench. The greatest
astronomers acquired their knowledge
from observation of the heavens rather
than from instructions illustrated with
an orrery. Sir Isaac Newton, Agassiz
Huxley, Tyndall, achieved their emf
nence in the world Of science by original
observation, and the foundation of their
requirement was in apprenticeship rather
than in the academy. All educational
schemes will fail in the accomplishment
of good to man that have not for theil
great leading object the formation of high