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 of his system of popular education—his second great democratic experiment. Upon his common schools he had built high schools, and upon his high schools, he was now beginning to build his State universities—all dedicated to the proposition that democracy opens all legitimate paths of opportunity to all her people. What grounds there were for predicting that educational institutions so constituted and so dedicated must perish from the earth, one may discover by studying the half-dozen preliminary, perfunctory and unread pages entitled "History," which appear as the first chapter in the fat, prosperous-looking catalogues of the great State universities of the West.

Established these institutions are beyond the shadow of a doubt. And those whose profession and pleasure it is to prophesy against the people have advanced now to the second stage of adverse criticism. "We admit," they say, "that you flourish—'like the green bay tree.' But what, after all, has education by the people accomplished? Does not your 'second great democratic experiment' confirm the results of your first? What has come of your effort to lift yourself out of the forge and the furrow by your bootstraps? Do you not still plow and hammer? You have put money in your purse. But