superstition. The surprise, however, will disappear on reflection. It has its origin just where reverence for kings, priests, and popes has its source—in the supreme need of mankind in early times for agencies maintaining social order and coherence.
This, however, is not a complete answer to the question, What is the substitute for endowed schools? But it renders the objection much less forcible than it might otherwise be. But if, notwithstanding the small share that institutions of learning really have in our national life, it still be thought that greater provision for them is necessary than commercial motives would lead to, it should probably be said that the best method of support is by direct annual grant from the state governments. Rough as is the relation thus established between a social structure and its function, it is clearly better than complete irresponsibility. Observation of institutions where this system of support is in vogue—as, for example, the University of Michigan—will, I think, strengthen this view. But I do not think there is any evidence whatever that education needs or can profit by artificial aid. Our colleges can be supported as our churches are supported; and, under a free and active business competition, there is quite as much reason to expect educational improvement as there is certainty of the superiority of our free churches over state establishments. But colleges are really an insignificant factor in education. Commerce, travel, newspapers, and books, spontaneously chosen, are the real educators. Whether in general literature or special science, the public is being served by periodicals printed for profit, and by voluntary societies of vast efficiency; and I think both newspapers and magazines might be named as exerting a greater educational influence, both from a public and from a personal point of view, than all the colleges in the country put together. Still further, schools are everywhere springing up on a business basis, because the most efficient men find they can make more money in this way than by bending to the dead level of existing institutions. And, surprising as it may seem at first sight, some of these schools might be named as not only giving better instruction, but as giving it at a smaller cost to the pupil, than endowed colleges, or those maintained by legislative grants. Business-colleges, lecture-bureaus, circulating libraries, magnificent art-stores, are fast supplying public wants, and would do so much more rapidly but for the prestige of the established system. And the genius of commerce, which fills our land with wonders despite foolish legislation and adverse public opinion, will surely triumph, like the Cinderella of our childhood, over her haughty sisters, who are vain rather of their age and status than of their works.
With the instinct of self-preservation, colleges have lately been adopting the elective system. The practical result of the elective system is that only those studies are chosen which fill some want, real or imaginary, and are offered by an agreeable professor. The
