The Topeka state journal., 1897-07-02
roADY1sM IN COLLEGES.
TFrom the Pittshurg Dispatch.I

TFrom the PittSburg DlspaIch'1
very interesting case in ethics has
recently been presented in the case OF
Prof. E. w. Bemis with regard to po-
sition offered TO him as professor OF
noIiticaI economy in the state agricul-
college of Kansas. Prof. BeTn1S mas
hecorne quite prominent because of his
ourspoken opposition to corporate
abuses, and his jump to the conclusion
of state socialism made MIN persona
non grata to the powers thaf support
the University of Chicago. His Wig
orous campaign against gas and street
railway monopolies aroused the 1rleno-
ship of the Kansas people and they OIL
fered him the chair of political econ
: orly in their state institution
But the economical principles which
are held to be orthodox for the uses
of the Karsas agricultural college nave
lately been demonstrated TO pe UNIQUE.
1t is only a short time ago that clean
sweep was made of the instructors or
that college, in order that none but the
advocates of the free and unlimited
coinage of silver at the ratio OF 10 10 L
should be permitted to teach the Kan
sas young idea how to shoot It's bal
lots Prof. Beuiis was therefore con
fronted with the fact that under the
influences governing that school ne
would be expected to teach the eco
non1ic doctrine that popular prosperity
and public justice depended on making
the depOsitors in savings banks ana
others VINO nave lSlQ UP q AAIIAC AAAOAASS
receive in payment of their deposits
and loans dollars of half the value that
they deposited or lent. Now, Pror.
Bernis is not that sort OF man. While
he makes some curious logical leaps,
such as that, because politicians have
failed to honestly deal with corporate
regulation when the connection was in
direct, therefore the remedy is to give
the operations of corporate business
completely and irrevocably into their
hands, he cannot swallow the idea that
tinkering with the standard of values
ard plum thrift will corduce
either to national prosperity or national
credit.
The question was, therefore, what
should he do? Should a public teacher
believing earnestly in one set of doc
ttines accept the opportunity to teach
them at the cost of pretending to accept
a doctrine on a separate topic which he
Knows to be wrong? We know what
some politicians and even newspapers
would do. Many of them last year pre-
sented the spectacle of first exposing
the dishonesty of the doctrine and then
turning around and swearing that it
was all right because the national con-
vention said so. It is, however, to be
credited to Prof. Bemis, an inde-
pendent teacher, that he utt rly refuses
to make any such compromise with his
honest belief. He declares that if he
exactly what he believes to be honest
econ onic principles. He will not swal-
low 50-cent dollars, either for the sake
of the position or for the opportunity
of spreadir G the doctrine of state and
municipal ownership. That is unques-
tionahly the stand of an honest and
sincere man.
Notwithstanding the satisfactory de-
cision, so far as Prof. Bemis IS cones rn-
ed, the case presents more food for
thought as to the way in which tie
teachipg gs of our educatioN al institu-
tions are to be governed. Prof Bemis
could not teach in the university of
pOrate evils might offerd the SOU ces
whence that Institution draws its rich
endOWments- He cannot teach in the
Kansas state Institution because the
political infueroes which appropriate
fur dS for that school are determined
that it shall Only spread the doctrine of
money depreciation. Another case is
reported from Brown university, in
New England, where President An
outspoken doctrines are understood to
have alfenated a million-dolIar endow-
ment from John D. RockefeIler. So
1org as colleges are ruled on the princi-
PIE that they must teach only what the
interest or prejudice of those controll-
ling them may dictate, what is the ex-
act value of such instruction in the dis
semination of the truth?
The question would be lust as perti-
nent if Prof. Bemis should find a col
lege which should maintain the teach
ing of his peculiar tenets and nothing
else. So long as no opportunity was
given to show the gaps in his reasoning
and the errors in his premises, the fail
ure to teach the truth would be just as
glaring there as in the two cases al
ready existing. Upon controverted