Part 22

The later days of pioneer democracy are too familiar to require much exposition. But they are profoundly significant. As the pioneer doctrine of free competition for the resources of the nation revealed its tendencies; as individual, corporation and trust, like the pioneer, turned increasingly to legal devices to promote their contrasting ideals, the natural resources were falling into private possession. Tides of alien immigrants were surging into the country to replace the old American stock in the labor market, to lower the standard of living and to increase the pressure of population upon the land. These recent foreigners have lodged almost exclusively in the dozen great centers of industrial life, and there they have accented the antagonisms between capital and labor by the fact that the labor supply has become increasingly foreign born, and recruited from nationalities who arouse no sympathy on the part of capital and little on the part of the general public. Class distinctions are accented by national prejudices, and democracy is thereby invaded. But even in the dull brains of great masses of these unfortunates from southern and eastern Europe the idea of America as the land of freedom and of opportunity to rise, the land of pioneer democratic ideals, has found lodgment, and if it is given time and is not turned into revolutionary lines it will fructify.

As the American pioneer passed on in advance of this new tide of European immigration, he found lands increasingly limited. In place of the old lavish opportunity for the settler to set his stakes where he would, there were frantic rushes of thousands of eager pioneers across the line of newly opened Indian reservations. Even in 1889, when Oklahoma was opened to settlement, twenty thousand settlers crowded at the boundaries, like straining athletes, waiting the bugle note that should start the race across the line. To-day great crowds gather at the land lotteries of the government as the remaining fragments of the public domain are flung to hungry settlers.

Hundreds of thousands of pioneers from the Middle West have crossed the national boundary into Canadian wheat fields eager to find farms for their children, although under an alien flag. And finally the government has taken to itself great areas of arid land for reclamation by costly irrigation projects whereby to furnish twenty-acre tracts in the desert to settlers under careful regulation of water rights. The government supplies the capital for huge irrigation dams and reservoirs and builds them itself. It owns and operates quarries, coal mines and timber to facilitate this work. It seeks the remotest regions of the earth for crops suitable for these areas. It analyzes the soils and tells the farmer what and when and how to plant. It has even considered the rental to manufacturers of the surplus water, electrical and steam power generated in its irrigation works and the utilization of this power to extract nitrates from the air to replenish worn-out soils. The pioneer of the arid regions must be both a capitalist and the protege of the government.

Consider the contrast between the conditions of the pioneers at the beginning and at the end of this period of development. Three hundred years ago adventurous Englishmen on the coast of Virginia began the attack on the wilderness. Three years ago the President of the United States summoned the governors of forty-six states to deliberate upon the danger of the exhaustion of the natural resources of the nation.[279:1]

The pressure of population upon the food supply is already felt and we are at the beginning only of this transformation. It is profoundly significant that at the very time when American democracy is becoming conscious that its pioneer basis of free land and sparse population is giving way, it is also brought face to face with the startling outcome of its old ideals of individualism and exploitation under competition uncontrolled by government. Pioneer society itself was not sufficiently sophisticated to work out to its logical result the conception of the self-made man. But the captains of industry by applying squatter doctrines to the evolution of American industrial society, have made the process so clear that he who runs may read. Contests imply alliances as well as rivalries. The increasing magnitude of the areas to be dealt with and the occurrences of times of industrial stress furnished occasion for such unions. The panic of 1873 was followed by an unprecedented combination of individual businesses and partnerships into corporations. The panic of 1893 marked the beginning of an extraordinary development of corporate combinations into pools and trusts, agreements and absorptions, until, by the time of the panic of 1907, it seemed not impossible that the outcome of free competition under individualism was to be monopoly of the most important natural resources and processes by a limited group of men whose vast fortunes were so invested in allied and dependent industries that they constituted the dominating force in the industrial life of the nation. The development of large scale factory production, the benefit of combination in the competitive struggle, and the tremendous advantage of concentration in securing possession of the unoccupied opportunities, were so great that vast accumulations of capital became the normal agency of the industrial world. In almost exact ratio to the diminution of the supply of unpossessed resources, combinations of capital have increased in magnitude and in efficiency of conquest. The solitary backwoodsman wielding his ax at the edge of a measureless forest is replaced by companies capitalized at millions, operating railroads, sawmills, and all the enginery of modern machinery to harvest the remaining trees.[280:1]

A new national development is before us without the former safety valve of abundant resources open to him who would take. Classes are becoming alarmingly distinct: There is the demand on the one side voiced by Mr. Harriman so well and by others since, that nothing must be done to interfere with the early pioneer ideals of the exploitation and the development of the country's wealth; that restrictive and reforming legislation must on no account threaten prosperity even for a moment. In fact, we sometimes hear in these days, from men of influence, serious doubts of democracy, and intimations that the country would be better off if it freely resigned itself to guidance by the geniuses who are mastering the economic forces of the nation, and who, it is alleged, would work out the prosperity of the United States more effectively, if unvexed by politicians and people.

On the other hand, an inharmonious group of reformers are sounding the warning that American democratic ideals and society are menaced and already invaded by the very conditions that make this apparent prosperity; that the economic resources are no longer limitless and free; that the aggregate national wealth is increasing at the cost of present social justice and moral health, and the future well-being of the American people. The Granger and the Populist were prophets of this reform movement. Mr. Bryan's Democracy, Mr. Debs' Socialism, and Mr. Roosevelt's Republicanism all had in common the emphasis upon the need of governmental regulation of industrial tendencies in the interest of the common man; the checking of the power of those business Titans who emerged successful out of the competitive individualism of pioneer America. As land values rise, as meat and bread grow dearer, as the process of industrial consolidation goes on, and as Eastern industrial conditions spread across the West, the problems of traditional American democracy will become increasingly grave.

The time has come when University men may well consider pioneer ideals, for American society has reached the end of the first great period in its formation. It must survey itself, reflect upon its origins, consider what freightage of purposes it carried in its long march across the continent, what ambitions it had for the man, what role it would play in the world. How shall we conserve what was best in pioneer ideals? How adjust the old conceptions to the changed conditions of modern life?

Other nations have been rich and prosperous and powerful. But the United States has believed that it had an original contribution to make to the history of society by the production of a self-determining, self-restrained, intelligent democracy. It is in the Middle West that society has formed on lines least like those of Europe. It is here, if anywhere, that American democracy will make its stand against the tendency to adjust to a European type.

This consideration gives importance to my final topic, the relation of the University to pioneer ideals and to the changing conditions of American democracy. President Pritchett of the Carnegie Foundation has recently declared that in no other form of popular activity does a nation or State so clearly reveal its ideals or the quality of its civilization as in its system of education; and he finds, especially in the State University, "a conception of education from the standpoint of the whole people." "If our American democracy were to-day called to give proof of its constructive ability," he says, "the State University and the public school system which it crowns would be the strongest evidence of its fitness which it could offer."

It may at least be conceded that an essential characteristic of the State University is its democracy in the largest sense. The provision in the Constitution of Indiana of 1816, so familiar to you all, for a "general system of education ascending in regular gradations from township schools to a State University, wherein tuition shall be gratis and equally open to all," expresses the Middle Western conception born in the days of pioneer society and doubtless deeply influenced by Jeffersonian democracy.

The most obvious fact about these universities, perhaps, lies in their integral relation with the public schools, whereby the pupil has pressed upon him the question whether he shall go to college, and whereby the road is made open and direct to the highest training. By this means the State offers to every class the means of education, and even engages in propaganda to induce students to continue. It sinks deep shafts through the social strata to find the gold of real ability in the underlying rock of the masses. It fosters that due degree of individualism which is implied in the right of every human being to have opportunity to rise in whatever directions his peculiar abilities entitle him to go, subordinate to the welfare of the state. It keeps the avenues of promotion to the highest offices, the highest honors, open to the humblest and most obscure lad who has the natural gifts, at the same time that it aids in the improvement of the masses.

Nothing in our educational history is more striking than the steady pressure of democracy upon its universities to adapt them to the requirements of all the people. From the State Universities of the Middle West, shaped under pioneer ideals, have come the fuller recognition of scientific studies, and especially those of applied science devoted to the conquest of nature; the breaking down of the traditional required curriculum; the union of vocational and college work in the same institution; the development of agricultural and engineering colleges and business courses; the training of lawyers, administrators, public men, and journalists--all under the ideal of service to democracy rather than of individual advancement alone. Other universities do the same thing; but the head springs and the main current of this great stream of tendency come from the land of the pioneers, the democratic states of the Middle West. And the people themselves, through their boards of trustees and the legislature, are in the last resort the court of appeal as to the directions and conditions of growth, as well as have the fountain of income from which these universities derive their existence.

The State University has thus both a peculiar power in the directness of its influence upon the whole people and a peculiar limitation in its dependence upon the people. The ideals of the people constitute the atmosphere in which it moves, though it can itself affect this atmosphere. Herein is the source of its strength and the direction of its difficulties. For to fulfil its mission of uplifting the state to continuously higher levels the University must, in the words of Mr. Bryce, "serve the time without yielding to it;" it must recognize new needs without becoming subordinate to the immediately practical, to the short-sightedly expedient. It must not sacrifice the higher efficiency for the more obvious but lower efficiency. It must have the wisdom to make expenditures for results which pay manifold in the enrichment of civilization, but which are not immediate and palpable.

In the transitional condition of American democracy which I have tried to indicate, the mission of the university is most important. The times call for educated leaders. General experience and rule-of-thumb information are inadequate for the solution of the problems of a democracy which no longer owns the safety fund of an unlimited quantity of untouched resources. Scientific farming must increase the yield of the field, scientific forestry must economize the woodlands, scientific experiment and construction by chemist, physicist, biologist and engineer must be applied to all of nature's forces in our complex modern society. The test tube and the microscope are needed rather than ax and rifle in this new ideal of conquest. The very discoveries of science in such fields as public health and manufacturing processes have made it necessary to depend upon the expert, and if the ranks of experts are to be recruited broadly from the democratic masses as well as from those of larger means, the State Universities must furnish at least as liberal opportunities for research and training as the universities based on private endowments furnish. It needs no argument to show that it is not to the advantage of democracy to give over the training of the expert exclusively to privately endowed institutions.

But quite as much in the field of legislation and of public life in general as in the industrial world is the expert needed. The industrial conditions which shape society are too complex, problems of labor, finance, social reform too difficult to be dealt with intelligently and wisely without the leadership of highly educated men familiar with the legislation and literature on social questions in other States and nations.

By training in science, in law, politics, economics and history the universities may supply from the ranks of democracy administrators, legislators, judges and experts for commissions who shall disinterestedly and intelligently mediate between contending interests. When the words "capitalistic classes" and "the proletariate" can be used and understood in America it is surely time to develop such men, with the ideal of service to the State, who may help to break the force of these collisions, to find common grounds between the contestants and to possess the respect and confidence of all parties which are genuinely loyal to the best American ideals.

The signs of such a development are already plain in the expert commissions of some States; in the increasing proportion of university men in legislatures; in the university men's influence in federal departments and commissions. It is hardly too much to say that the best hope of intelligent and principled progress in economic and social legislation and administration lies in the increasing influence of American universities. By sending out these open-minded experts, by furnishing well-fitted legislators, public leaders and teachers, by graduating successive armies of enlightened citizens accustomed to deal dispassionately with the problems of modern life, able to think for themselves, governed not by ignorance, by prejudice or by impulse, but by knowledge and reason and high-mindedness, the State Universities will safeguard democracy. Without such leaders and followers democratic reactions may create revolutions, but they will not be able to produce industrial and social progress. America's problem is not violently to introduce democratic ideals, but to preserve and entrench them by courageous adaptation to new conditions. Educated leadership sets bulwarks against both the passionate impulses of the mob and the sinister designs of those who would subordinate public welfare to private greed. Lord Bacon's splendid utterance still rings true: "The learning of the few is despotism; the learning of the many is liberty. And intelligent and principled liberty is fame, wisdom and power."

There is a danger to the universities in this very opportunity. At first pioneer democracy had scant respect for the expert. He believed that "a fool can put on his coat better than a wise man can do it for him." There is much truth in the belief; and the educated leader, even he who has been trained under present university conditions, in direct contact with the world about him, will still have to contend with this inherited suspicion of the expert. But if he be well trained and worthy of his training, if he be endowed with creative imagination and personality, he will make good his leadership.

A more serious danger will come when the universities are fully recognized as powerful factors in shaping the life of the State--not mere cloisters, remote from its life, but an influential element in its life. Then it may easily happen that the smoke of the battle-field of political and social controversy will obscure their pure air, that efforts will be made to stamp out the exceptional doctrine and the exceptional man. Those who investigate and teach within the university walls must respond to the injunction of the church, "Sursum corda"--lift up the heart to high thinking and impartial search for the unsullied truth in the interests of all the people; this is the holy grail of the universities.

That they may perform their work they must be left free, as the pioneer was free, to explore new regions and to report what they find; for like the pioneers they have the ideal of investigation, they seek new horizons. They are not tied to past knowledge; they recognize the fact that the universe still abounds in mystery, that science and society have not crystallized, but are still growing and need their pioneer trail-makers. New and beneficent discoveries in nature, new and beneficial discoveries in the processes and directions of the growth of society, substitutes for the vanishing material basis of pioneer democracy may be expected if the university pioneers are left free to seek the trail.

In conclusion, the university has a duty in adjusting pioneer ideals to the new requirements of American democracy, even more important than those which I have named. The early pioneer was an individualist and a seeker after the undiscovered; but he did not understand the richness and complexity of life as a whole; he did not fully realize his opportunities of individualism and discovery. He stood in his somber forest as the traveler sometimes stands in a village on the Alps when the mist has shrouded everything, and only the squalid hut, the stony field, the muddy pathway are in view. But suddenly a wind sweeps the fog away. Vast fields of radiant snow and sparkling ice lie before him; profound abysses open at his feet; and as he lifts his eyes the unimaginable peak of the Matterhorn cleaves the thin air, far, far above. A new and unsuspected world is revealed all about him. Thus it is the function of the university to reveal to the individual the mystery and the glory of life as a whole--to open all the realms of rational human enjoyment and achievement; to preserve the consciousness of the past; to spread before the eye the beauty of the universe; and to throw wide its portals of duty and of power to the human soul. It must honor the poet and painter, the writer and the teacher, the scientist and the inventor, the musician and the prophet of righteousness--the men of genius in all fields who make life nobler. It must call forth anew, and for finer uses, the pioneer's love of creative individualism and provide for it a spiritual atmosphere friendly to the development of personality in all uplifting ways. It must check the tendency to act in mediocre social masses with undue emphasis upon the ideals of prosperity and politics. In short, it must summon ability of all kinds to joyous and earnest effort for the welfare and the spiritual enrichment of society. It must awaken new tastes and ambitions among the people.

The light of these university watch towers should flash from State to State until American democracy itself is illuminated with higher and broader ideals of what constitutes service to the State and to mankind; of what are prizes; of what is worthy of praise and reward. So long as success in amassing great wealth for the aggrandizement of the individual is the exclusive or the dominant standard of success, so long as material prosperity, regardless of the conditions of its cost, or the civilization which results, is the shibboleth, American democracy, that faith in the common man which the pioneer cherishes, is in danger. For the strongest will make their way unerringly to whatever goal society sets up as the mark of conceded preeminence. What more effective agency is there for the cultivation of the seed wheat of ideals than the university? Where can we find a more promising body of sowers of the grain?

The pioneer's clearing must be broadened into a domain where all that is worthy of human endeavor may find fertile soil on which to grow; and America must exact of the constructive business geniuses who owe their rise to the freedom of pioneer democracy supreme allegiance and devotion to the commonweal. In fostering such an outcome and in tempering the asperities of the conflicts that must precede its fulfilment, the nation has no more promising agency than the State Universities, no more hopeful product than their graduates.

FOOTNOTES:

THE WEST AND AMERICAN IDEALS[290:1]

True to American traditions that each succeeding generation ought to find in the Republic a better home, once in every year the colleges and universities summon the nation to lift its eyes from the routine of work, in order to take stock of the country's purposes and achievements, to examine its past and consider its future.

This attitude of self-examination is hardly characteristic of the people as a whole. Particularly it is not characteristic of the historic American. He has been an opportunist rather than a dealer in general ideas. Destiny set him in a current which bore him swiftly along through such a wealth of opportunity that reflection and well-considered planning seemed wasted time. He knew not where he was going, but he was on his way, cheerful, optimistic, busy and buoyant.