V · Section 2

V

Chicago University

Chicago University, too, is a splendid place of fine buildings and green spaces and trees, with a great going to and fro of students, a wonderful contrast to the dark congestions of the mercantile city to the north. To all the disorganization of that it is even physically antagonistic, and I could think as I went about it that already this new organization has produced such writing as Veblen's admirable ironies (_The Theory of Business Enterprise_, for example), and such sociological work as that of Zueblin and Albion Small. I went through the vigorous and admirably equipped pedagogic department, which is evidently a centre of thought and stimulus for the whole teaching profession of Illinois; I saw a library of sociology and economics beyond anything that London can boast; I came upon little groups of students working amid piles of books in a businesslike manner, and if at times in other sections this suggestion was still insistent that thought was as yet only "moving in" and, as it were, getting the carpets down, it was equally clear that thought was going to live freely and spaciously, to an unprecedented extent, so soon as things were in order.

[Illustration: A BIT OF PRINCETON UNIVERSITY]

I visited only these three great foundations, each in its materially embodiment already larger, wealthier, and more hopeful than any contemporary British institution, and it required an effort to realize that they were but a portion of the embattled universities of America, that I had not seen Yale nor Princeton nor Cornell nor Leland Stanford nor any Western State university, not a tithe, indeed, of America's drilling levies in the coming war of thought against chaos. I am in no way equipped to estimate the value of the drilling; I have been unable to get any conception how far these tens of thousands of students in these institutions are really _alive_ intellectually, are really inquiring, discussing, reading, and criticising; I have no doubt the great numbers of them spend many hours after the fashion of one roomful I saw intent upon a blackboard covered with Greek; but allowing the utmost for indolence, games, distractions, and waste of time and energy upon unfruitful and obsolete studies, the fact of this great increasing proportion of minds at least a little trained in things immaterial, a little exercised in the critical habit, remains a fact to put over against that million and a half child workers who can barely have learned to read--the other side, the redeeming side of the American prospect.