The Indianapolis journal. [volume] (Indianapolis [Ind.]) 1867-1904, 1899-02-08

Al. harper characterized the university dS
o s me prophet priest, even the messiah
OF democracy Democracy, he said, while
not a religion, has religion. Its god IS
mankind, its altar the home, its temple the
country and it's whole system Of ethics ex-
pressed in the one word-righteousness. To
pront by the history of the past democracy
70 1t, and that is the duty of the university.
democracy must be enlightened before 1t
can solve the perplexing problems OF its
future, and here the university must act as
prophet Democracy must rise to reali-
zdtloh OF the universal brotherhood or
man-must look beyond the narrow confines
of home and country to the world without.
Here the university must be the priest.
concerning the relations that must exist
DeLWeen the university and democracy, and
the pace the university must take, Dr. Har-
per said, in part:
II equcatlon and government sustain re-
iatlonshp the highest in education must
nave TO Go with the highest in government.
II national enlightenment contributes TO a
pellef ana higher national life the states
chleI agent for its proper guidance must be
a potent factor in its public life. If human
lty; IN Its SLOW and tortuous progress toward
hlgher civilization, counts as its ally
power Dy which, one by one, the problems
OF that ciVilizatIon are resolved, humanity
ana TINS allied power must, in due time,
come 10 nave interests and aspirations
Which bind them irrevocably together; on
the one hand, the university, as an institu-
tlon or the government, as the guide of the
people, as an ally of humanity in its strug-
gle Tor advancement, and on the other, de-
mocracy, the highest idea Of human achieve
tlCll, tu6 only possibility OF true naIlOnal
NE, democracy the glorious and golden sun
lighting up the dark paces of all the world.
me word university does not suggest the
same IDEA to every oup. Sometimes it stands
Tor college, and rightly so, for the college,
like the university, ia AN association of
men for the purpose of study Sometimes
II means everything, sometimes nothing. d"
He spoke of the historic origin of the uni
Versity from the destruction of the Roman
SCHOOLS In the sixth century, which had rep
resented the older pagan education. By the
tWeltth century, the church schools, devoted
TO ecclesiastical work had reached the high
est state OF development. Three points con-
hected with the origin of the university
continue TO characterize it, he continued.
In early times universities were guilds Of
men organized, in large measure, for self
The rector" he said, was chosen by
the students and, under his leadership, they
secured from the community privileges
which they were denied as individuals and
compelled even the professors to be defer
entail The university had its birth in the
democratic idea, and from the day OF it's
plrth TINS democratic idea has continued.
Another incentive to the birth of the uni
versity was the necessity for an opportun-
1ty for study in lines outside of the range
OF ecclesiastic schools, especially law and
medicine, but, in a large measure, also, the
arts Inc desire for new methods in instruc-
ton was also an incentive. Thereby it was
thought, greater independence of expression
ana thought might be secured.
IN the schools of the church there had
never been an opportunity to argue, that is,
10 discuss different opinions" he continued.
The method had been very simple vet very
monotonous; the instructor gave that which
ne had been given the pupil received it as it
haq come down the centuries In the birth
period of the university the revival of the
study OF logic gave rise to the Introduction
OF new spirit which, although eXagger-
ated and made absurd in some forms of it's
development, nevertheless freed the work
OF instruction from the one deadly and
deadening method of the past and made
possible in later centuries the freedom of
expression which is to-day the most dis
ysNF ,~1I,r
plTthmarks OF university are, therefore,
self-goVernment, freedom from ecclesiasti-
cal control and the right of free utterancea
Ana these certainly give it the right to pro-
claim itself an institution of the people, an.
institution born of the democratic spirit"
Then President Harper took up discus
slty, holding that 1t has not essentially
changed In its democracy since it's origin
Inc university he regarded as an associa-
tlon or men, not boys and girls in various
stages Of training, lin which definite and
distinct effort is put forth to guide the peo-
time to time confront them and TO furnish
leaders in the different callings of life in
Whom the people may have full confidence,
couragement afforded to grappe with the
great problems of life and thought in the
worlds of matter and mind, with the sole
purpose of discovering truth whatever
bearing that discovery may have upon 9TH
er supposed truths. This requires men of the
greatest genius, equipment of the highest
ence of any kind, civic or ecclesiastical"
UNIVERSITY AND SCHOOL SYSTEM.
He expressed the opinion that such a uni
versity as he had described is an integral
part of the public school system. 1.-The
state, by granting its charter, makes it a
public institution, whether it's support
comes from the state itself or from private
funds. AS public institution it may not
detach Itself from the various forms of edu-
cational or legislative work conducted under
state patronage. It's ideals control the de-
velopment of all that falls below it, In edu-
cational work. influence exerts itself from
above. downward, rather than from below,
upward. The university therefore may not
stand al0of nor may the colleges and
schools shut themselves away from its
strong and reviyifying influence. There may
be no organic connection. In most cases
such organic connection is unnecessary. The
bond is spiritual and, as such, stronger
than merely formal connection could posi-
bly, become,
people. 1t must, therefore be privileged
and, in many instances, supported by the
people. In the latter case 1t must he infu-
enced by the changes which the people may
more right than the church to interfere
with the search for truth. or with its pro-
mitigation when found. Both the church
and state may have their schools for
intelligence and may choose in those. cases
what coloring shall be given to the instruc-
ton. This Is proper in the military schools
OF the State and the theological schools of
the church. but such schools are not uni
Versitles. They do not represent the people;
they do not come out of the people" in
sisted Mr.. Harper.