The Seattle post-intelligencer. [volume] (Seattle, Wash. Terr. [Wash.]) 1888-1914, 1897-03-22

X.
lecture that will attract much atfen-
ton was delivered BY President Mark Ear-
rington. Of the University OF Washington
Friday night before the Federated wo-
mems Clubs on THE University Idea"
DIR. Harrington was introduced by Mrs.
Slauson. who made brief remarks about
the desirahillty of having the university in
closer touch with the community.
Prof Harrington alluded TO these re-
marks IN opening, and then discussed the
fundamental character OF universities
throughout the world. showing in what
they were unnecessary and in what neces-
sary. he divided their functions under
two heads. training and knowledge"
Under training were such points as physi-
cal training. training in the arts. in the
accomplishments. professional and intel
iectual powers. He remarked that all these
sorts Of training were popular in the
ancient Greek universities. and that in
every case these sorts OF training were
carried on by institutions other than uni
versities. 1t appeared then that the uni
versity was not necessary for this line or
work and, IL out OF existence, these
branches OF education would not suffer.
He then passed on TO knowledge" de-
fining the distinction between know
ledge" and learning by considering the
latter as simply an accumulation OF facts,
and the former an accumulation of facts
adapted 10 practical utility. Under the re-
lations OF the university to knowledge he
discussed that OF the diffusion OF know
ledge and pointed out that this particular
function OF the university was also per-
formed by other schools. so that with the
passing OF the university tbs work would
20 on. In the conservation of knowledge
!. IL.
and modern schools was pointed out.
in ancient times knowledge was a
mystery given out only 10 the initiates
he said. In modern times IL Is printed
in books, periodicals and other publica-
tons and distributed as widely as possible.
With theLancients the death Of few men
might result In the complete loss OF some
body OF knowledge, among moderns IL
would probably be impossible 10 exter-
inmate Newton's Principle and similar
books. which have run through numerous
editions and been scattered all over the
earth, reaching TO every nook and corner.
The knowledge they contain is probably
conserved forever.
From this point of view the universities
serve the public by making great Libraries
aud museums, in which are preserved
books and objects OF special interest or
value. Aside from four or FIVE national
libraries containing each loo. 600 volumes.
or over. all the great libraries OF the earth
are in connection with universities or coll
Ieges. Much the same is true OF museums.
Here the universities play an important
part but IL viii be noticed here again that
IL the universities disappeared tho con-
servation OF knowledge would be stin per-
formed
The speaker finally reached the subject
of research" or the extension Of the
boundaries of knowledge. He defined re-
search as the eternal Interrogation
point" and gave many Illustrations Of the
nature OF research. comparing the learn
ing Of books with the knowledge which
comes from research. He referred TO the
high pedagogical value Of research in that
II raises the enthusiasm OF both teacher
and student Moreover, IL trains the
student not only intellectually, but morally
and physically" he said. 'for in conduct
ing research one must use not only the
wits but must be a devoted searcher after
truth Unless he Is loyal to truth he Is
liable 10 make himself absurd 10 others
who understand the subject He is bound
therefore by every consideration TO 10y
atty and truth.
This is the moral side. The physical
side is found in the delicate manipulafions
which must be carried on Ia the work OF
research This Is an excellent training
for the eye the ear. the hand and what
ever other physical powers are needed IN
observat ton or experiment Now. pure re-
search is conducted almost exclusively IN
universities. The particular service which
research gives 20 civilization is chiefly due
70 the universities and II the universities
were hlotted cut their places could not be
supplied without the greatest difficulty.
seThe university sGea therefore Is the
idea Of research. and IL Is this idea which.
coming 10 Germans two or three genera
lions ago made their universities for
long time the best IN the world IL has
beer gradually adopted In other universe
ties. French. English and American. so
that the prominence Of Germany n this
respect Is rapidly passing away. This idea
Is well understood in the universities, put
seems not 20 DC yet fully Compensated
b. the general public
The sneaker then referred 20 topics sub
ordinate 70 the preceding, namely, the uni
varsfty ard ne church and university
revenues he pointed out that the cauTeh
had TO more necessary relation with tas
university than IL had with the high or
grammar schools or than Il had wlth the
stare treasury. SIM r. was desivabie, he
-hourht 10 keep students under religious
yr4,sar~a ard fn8s vas best done by build
80 aaroF7Yirationaf homes near the uni-
,-awu8tv As 20 university revenues. he said
4ha. these institutions were necsss riiT eX-
Live because each instructor could a.
,a~a % bat few pupils because an equip
r,a-s % instruments and appafatus Of
Costly character was necessary. ana Be-
~ause he persons engaged IN research
-. - provided with a very large sup
rlv Of books and periodicals Universities
vr-a~a 50 expensive II fact that they saould
80 hs embarked n without FIRST counting
ire e0st.