edge needed in every day life, let it not be understood that those, who gave dignity and importance to that which is useful to the masses, decried or tried to lower the proper dignity of higher education in literature, science and arts. While there is much of chaff in the ordinary so-called higher education, its aims, objects and effects on society in its enjoyments, its government, its strength and prosperity, are all important. The mistake that has been made is by the zealous friends of higher education that treats of the polite branches. They have lost track of the usefulness of the branches that should be taught to the masses in agriculture and mechanics and in kindred pursuits.

"Because there were those who would not ignore the necessity that the State should endow with lavish hands the institute that looked to the enlightenment of the masses in their ordinary pursuits, they were pronounced enemies of higher education-enemies of the great State University! Never was a more unjust charge uttered; never was there a party more grossly represented. The importance and dignity of both classes of education were fully appreciated. It was to distribute the revenues provided for education to all these subjects, and to foster all the institutions that were to make our people more enlightened, prosperous and happy, that influenced the introduction of measures in regard to the University and common school establishments that my name has been coupled with, much said to my detriment, and unjustly, as misunderstanding my sentiments and misrepresenting both my opinions and the measures proposed by me for legislation."

After analyzing and defending the features of his bill, Mr. Pfeuffer added:

"I have covered every point that I have advocated in the bill introduced by me. I have acted according as I have thought right, in the introduction of this bill. No man is responsible for these measures other than myself. Owing to relations of close friendship existing between me and Governor Ireland, he has been charged by those vindictive against us both, with attempting, through me, to inject these measures into

the laws. Not one word of proof has been offered in support of this coalition, and the assertion rests on bare assumption. I can do no more than enter my solemn protest against coupling his name with these measures, because he neither framed them, dictated them, nor suggested them; and I am not advised as to how far he would have sanctioned them had they been submitted to him as legislative acts for executive sanction. I wish to bear all this burden alone. I take all the responsibilities. Since unjust criticism of the press has called forth these remarks, it may not be out of place to thank those gentlemen of the press who have fairly stated the principles in the bill, and who follow the advice: 'To nothing extenuate or naught set down in malice.'"

As to Senator Pfeuffer's assumption, his satire applies to any institution of mere fanciful methods or imperfect means of instruction, and may, therefore, be and in fact is, if applicable to either, as pertinent to the College as to the University. He proceeds on the false assumption that nothing practical is taught at the University, and loses sight of the fact that what is taught there is quite as important to the great mass of the people as anything taught at the College, taking the people collectively, since all students at the College are not farmers' sons, and few who are, go there to study agriculture as a science with a view of becoming farmers, the great majority of them, indeed, aiming to be anything but farmers, while as a fact, as many such students attend the University as the College.

As to the State endowing the College ever so lavishly, certainly the friends of the University have never objected, but would be glad to see it continued if the State would use the general revenue or some other than the University fund, so as not to drain the latter by excessive appropriations for the College. Arguments like Mr. Pfeuffer's tend only to show that, to prevent such contentions as are in question, the College, which should never have been located away from the University, should be transferred to the University home at Austin, where agricultural education can be bestowed as well as at the College at Bryan.

The views of such governing minds in this State as those which have been referred to, with others which will be cited, are interesting indices in the history of higher education, at least in the South. As for Governor Ireland, he was remarkable as a self-made man, known in early life as "Ox Cart John," and sometimes modestly referred to his own experience as an illustration that a university education was not a sine qua non for success. It may well be added, however, that while few men succeed like Governor Ireland, by the force of natural abilities, even he would doubtless have been still more distinguished under the higher advantages of university education.

The following expressions from the "university address," delivered by Gen. D. H. Hill, of Georgia, at the Texas University commencement, June 20, 1888, are also interesting in connection with the policy and great influence of such institutions:

"I believe in State Universities. I believe that the cause of education will be better promoted by one institution of high character and scholarship than by many, very many institutions of lower grade. Long ago, one of the greatest educators the South has produced, in appealing to the legislature of South Carolina for more generous aid to its State college, used a remarkable metaphor: 'One sun is better than a thousand stars.' Dr. Thornwell's illustration needs only to be presented to the mind to have its truth felt and acknowledged. As one sun diffuses more light than a thousand stars, so one grand university can diffuse more knowledge than a thousand schools of inferior grades. As the planets revolve around the sun and borrow their light and lustre from him, so these schools should derive their tone and culture from the university. So it has been with the great universities of England for the past eight hundred years. During that long period the planets have not more surely reflected the light of the sun than have the subordinate colleges, academies and schools of Great Britain reflected the scholarship and intellectual character of Oxford and Cambridge."

NECESSITY FOR THE UNIVERSITY.

As to the occasion for the establishment of the University of Texas, and the success of the institution, it may be fairly assumed that its early organization was demanded in response to keen desire and readiness in the public mind for such an enterprise, and that independent of good or bad management by the State or regents, or both, its success is assured as an economic necessity in educational policy to stay the tide of Texas students and drain of Texas money, out of the State to other institutions, and to check in favor of home talent, the filling of Texas teacherships and other professions requiring educated talent, with outside applicants. The people felt grated at the necessary preferment, on account of superior education, of young men and women from other States to fill the higher positions for teaching elocution, the fine arts, drawing, painting, music, architecture, engineering, etc., in their own schools and colleges, and the success of superiorly educated persons from other States to the detriment of their own less educated sons and daughters. Hence, parents to offset the odds against their own children sent them abroad to such institutions as would afford them the same advantages as parties possessed who came here from other States and outstripped them in the competition for home work and places of honor and profit. Hence it is that the names of Texas students of either sex have so long largely swelled the registers of the best institutions abroad, simply because such institutions have the reputation necessary to attract ambitious young men and women, or the children of wealthy parents who can afford to give them the benefit of the very highest educational advantages; and this will continue to be the case to a large extent till the University of Texas is brought fairly into competition with the great universities of the country by its innate grandeur and peership in rivalry with them. The State is full of material ripe enough for university education, and it is not "district colleges as feeders, but the all-satisfying repasts of a grand university's advantages that are wanted to materialize home talent into development at home institutions for home work and professional excellence.

MESSAGE OF GOVERNOR ROBERTS.

Relative to this subject the following extracts from the message of Governor Roberts, April 6, 1882, to the Seventeenth legislature, are interesting:

"The whole question about the establishment of a first-class University and its branches is: Shall Texas give her own native-born sons and daughters the facilities for fitting themselves to occupy those higher walks, so necessary in the proper direction of her future destiny, or will she leave her own sons and daughters to be kept in a lower sphere of life, and be therein directed by the learning and skill of strangers, sons and daughters of other States, who will come here and fill the places which her own sons and daughters ought to occupy, and will occupy if they are given a fair opportunity?

"Every great State should rear its own men in every stature of manhood, of intelligence and of culture, according to their capabilities, upon its own soil, and thereby engender and preserve an intense homogeneousness in the character of its population, which must result in the concentrated power and elevated prosperity of the whole body politic in association. This full result can be attained only by promoting all of the grades of education, from the lowest to the highest, in harmonious co-operation adapted to the diversified wants of every class of people whatever may be their pursuits in life. Nor will the benefits of the University and its branches be confined to the sons of the wealthy few. By no means will that be so. the facilities of a higher education before the people of the State, make it a reality, make it complete and cheap by a splendid endowment, and youths all over this broad land who catch the inspiration of high native talent in our common schools, will, if necessary, struggle up through poverty and through adversity by labor and by perseverance, until they will stand in the front ranks of the most gifted and favored in the halls of learning, and afterwards will adorn every sphere of life with their brilliant accomplishments and practical usefulness. So it has been in other countries, and so it will be here. By adding two million acres of land to

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