Page:Education and Life; (IA educationlife00bakerich).pdf/152

 The plan is in the highest degree economical; it combines unity of effort with variety of independent view; it makes the general good and the special interest mutually helpful. It is the plan of business common sense and of wise insight into the problems of the age. That the denominations—granting their point of view—should join their interest with that of the state university is shown also by the fact that often a given denomination finds more of its students there than at its church school.

Many state universities are beginning to receive private endowment. Every consideration of public interest in each state should turn the contributions for education toward the one great centre of learning. Very few states can support more than one such centre. Libraries, art collections, museums, laboratories, buildings, well-endowed chairs, beautiful grounds, should testify to the munificence of private wealth as well as to the benefactions of the state.

Speaking generally, the state universities have large incomes and good facilities. They require high standards for admission and graduation. Wherever feasible, they maintain professional schools and schools of applied science. They do this upon the theory that the state should both regulate and provide professional education in the interest of proper standards, and that, in the interest of the state and of the individual, such education should be made available to the sons of the poor. Every leading state university is developing a graduate school.

In the matter of electives, the state university occupies a middle ground. Yale and Princeton represent the conservative side, and Harvard and Stanford the liberal extreme. An examination of the curricula of