Burlington weekly free press. [volume] (Burlington, Vt.) 1866-1928, 1913-05-08


he sees Mt. In 1864 an attempt was made
to unite all the higher institutions into
one State system, but this failed of adop-
ton. In 1865 the Agricultural College was
| united with the university. So in the
main the original plan Of the founders
OF the state has been partially carried
into effect. although individual legislators
in some cases have been inclined to over
look this fact
Now new era seems opening for the
educational system of the State Cover
nor Fletcher has spoken with candor Of
the need of unified system, and has ap-
pointed an educational commission. Their
report will embody the last word in edu-
cational methods. The speaker said he
was willing to go on record as favoring
the system which the commission recon.
mends, whatever that system may turn
out to include, MY college demands
much of me- said Judge Powers, "but
my State demands more" (Applause)
We face u crisis, 1t is time to discard
sentiment to look at the greatest good
for the whole State of Vermont to secure
the largest return for the money expend-
ed. The state university should do as
much for the State as the Legislature or
the courts
The State makes certain demands upon
the graduates of her university, has
larger claims upon them than upon the
graduates of private college. What
compensation does the State demand?
The States interest in education is sell
iish--it is n means to an end, to improve
the citizenship of tho State. Education
is TO serve a public purpose If public
money Is to be expended upon It, No
member of the student body should fail
to feel his obligation to the State.
At the very outset our youth Is embar-
raised by one feature Of our form of gov
eminent the co-eXistence of State and
nation. The conflict between the State
and federal authority is puzzling. 1t
made war once. California's attitude IL
illustrates this now. 1t Is an idea disturb
ing, If not alarming, If one State can
involve the nation in war. The individual
naturally regards the State as higher
than the federal government because he
comes into closer contact with It, Its
powers are domestic and social The
power OF the national government IS pol-
itica
The State demands of all obedience TO
the law. She demands of the college,
trained man moral obligations in addi-
ton. Legal obligations are negative;
moral obligations are affirmative. II is
the duty Of every man and woman to be
something in the community in which
they live, to see to the political and So
cial welfare Of the State. This is a bur
den. man can be either plus, or minus
or zero m his community. The plus
and minus quantities are factors in
everyday life. Change is the law of the
universe; when growth stops, decay be-
gins. Conditions must move or grow
worse.
Judge Powers urged his audience to
become progressives, but not in the pres
ent narrow political sense The progress
sive believes the conservative doubts
Indifference becomes enthusiasm when a
conservative becomes a progressive BE
progressive The state has a right to
demand 1.-THE university to expect it."
After touching upon other attributes of
the good citizen Judge Powers closing
note was Live in a house by the side
or the road, and be a friend of man"
DIR. HENRY S. PRITCHETT.
DR.. Henry 8. Prtchett, president of the
Carnegie Foundation, was present at the
exercises and spoke for a few minutes
He said in part:
All remember Ethan Allen-not all know
| Ira Allen. Yet to found such an agency as
| this university is probably the greatest
thing an American can do to serve his
| nation Thomas jefferson while diving
wrote his own epitaph, and although he
IN, Of III
! other services 20 the nation he did mem
| ton that he was the father Of the Uni
versity of Virginia. This involves the as
sumption that the university Is the great
est agent Of civilization. College profess
sors are receiving more recognition every
Gay as is shown in the fact that one now
| sits In the presidential chair. If the uni
| versity is the kind of agency we think it
| is, the professors calling ought to be the
calling Of the highest honor. The other
part Of the university. the student body,
really makes the university determines
its influence, It is we'll that a spirit of
broad patriotism should be developed
President PrItchett referred to the Civil
War. We in Vermont had seen but one
side of 1t. he said. His family lived on a
border State. where families were divided
other We should remember that as
educated men that that quarrel should
have been settled without war. College
men We're in the forefront between the
| time of the Missouri Compromise and
President Lincoln's election. They should
have been thoughtful and tolerant. Their
! university training should have given
them rational. reasonable outlook on
| the strife. 1t did not.
| We are to meet Just as hard problems.
Our college men must help by freeing
| themselves from local passions, local IN
terests and local feuds. They should
| learn to deal with a fact soberly and
nationally, not emotonallY. Our future
social adjustment depends upon a larger
| patriotism
When the educational commission re-
| ports in this State, are you going to re-
ceive it thoughtfully, seriously, or in a
partisan spirit? The colleges in this State
| are going to have a sharp practical ques-
ton put up 10 them If properly met it
Will Justify their education. Deal sober
ly, not passionately. According as you
deal with II You will reveal the kind of
education your university affords.
We can do no better than to dedicate
| ourselves to broader patriotism resting
on broad reason. clear thinking. not emo
ton. We should dedicate ourselves to a
| university patriotism which will look
facts square in the face and abide by
the decision as men and patriots