The University daily. [volume] (Morgantown, W. Va.) 18??-????, 1895-06-12
4 NATIONAL UNIVERSITY
RI n. ). iIoLDEINl,Ii..

Ri MI. HOLDEN.
Dr. Fitch says: That the func-
tion 81 University Is to teach and
furnish the world with teachers.
While this is true from q more limit
ed acceptation Of the term, the
prime intention or business Of
q University Is to equip men for the
professions, for the arts Of life, f
is granted also that men must be
trained for advancing the industries
of their country, and that this is the
first and direct object OF University
work. liz a University BY the thor
onghness of its research and appli-
cation of its most splendid powers
can affect the Industrial movements
of nation, ia engineering. IN the
application Of electricity, ii the
chemical processes, surely that same
research and application could in
time affect the progress Of nation,
socially. morally, and politically.
The University IS as much an Or
ganism of growth and development
as man himself. The lasttWo cen
turtles have called upon If to per-
fern duties formerly unknown to its
labors. When 1t was satisfied to.
study things, languages, literature,
bodies of men and animals. But
there was no study of mans life. bis
progress, his place In society, hisdu-
ties as human being. II was not
until recently that American Uni.
versities have discovered not only
that man is human being but that
els an evolving human being, and
that the laws Of his evolution, per
sonal and social, area theme for
! scientific treatment. So long as its
duty was recognized as 3 matter Of.
fact process, then the local on sec
tional University probably satisfied
all claims demanded of i'll But since
the nation d welfare and Development
is being more and more regard led as
the progress Of a single individual,
then there should be a centralized
and unified effort and force to unfold
all possibilities and opportunities
for this soIcalled individual; for if.
we,as a. nation consider ourselves q.
unit, then our growth, knowledge
and institutions should be accord
ingly which could only be accom-
pIished from combined and CEN
tralized energy which would evil
IDENTIFY characterize the function and
results of d National University.
There is no special demand being
raised to increase the number of I'm.
iversities and institutions devoted to
advanced instruction, but just now
: it is far more important question
to strengthen those we have than
make any additions to their numbef
How this can best be done is BY
combining and unifying all our best
educational force in one grand insti-
tuition. This Capitalization of our
best educated material certainly
would be productive of new ideas
and would beget spirit Of higher.
usefulness in educational life. This
school would become the headlight
to educational progress Il would
be the factor to elevate the whole
system. There needs to be some
awaking influence showeredupon the
! present status Of school affairs. The
schools are living too exclusively on
the food Of past research, and this is
due to the lack Of facilities in their
immediate reach to obtain new ideas
which would invigorate their Uni
-versity life. This would be the fnnc-
tion Of 4 National University. There
is a necessity for handing down
seine fresh and palatable thought in
order to give a higher tone to schools
Of lower rank. Washington's idea
and plan for. q National University
was not SO much for the centralized
force in the school system ais that
I the welfare of the Republic demand
ed it. He remarked !: "That2it was d
source of serious regret to him to see
the youth Of the %. S. sent to foreign
countries for their more advanced
education, where theysimbided ideas,
and principles unfriendly to arepub-
lican government. MY ardent desire,
said he, is to see 4 plan devised to.
spread systematic ideas through all
parts Of the rising empire to do
away with local attachments and
State prejudices. and to rear up the
youth il acquiring knowledge Of lit.
erature, arts, sciences, principles Of
politics, and good government.
While this plan has not yet been put
into practice, its truth and import
ance is forcing itself upon the at
tention of our people.
Adam Smith took an opposite
view to this, as be was much opposed
to state activity in education. High
er education was considered a1uxury.
for the rich which they should pay
for. State aid to such was class leg
islation. Education was mans
own private affair Such short.
sightedness was certainly disastrous
and wasteful to intellectual treasures
Of the State If poor boy could not
afford the luxury" Of higher edu-
cation, and had talents and faculties
that would render him great
statesman, or inventor, who would be-
the greater looser the nation or the
individual. were these faculties MT