scrutinizes the courses of study and the character of the work, and formally approves the schools of standard merit. It helps in every prudent way the influence of the school with the community. By its friendly relation it may present freely the advantages of higher education and thus reach a large number who would otherwise rest at the goal of high-school graduation. In every state, through the agency of the university, the number of high schools is materially increased, and their standards, plan of organization, and methods are improved. Moreover, it gives the promise of something beyond that stimulates the efforts of pupils in every grade of work.
The connection between the high school and the university still gives rise to troublesome problems, not alone in this country. The ideals of the older American university are often at variance with the systematic development of education below the university and the demands of the people. The state university has come nearer than any other to the solution. While Harvard and Yale met the growing demands of science by establishing separate schools, Michigan introduced the scientific course into the college, making it rank with the classical. This plan, generally adopted by the state universities, places them nearly in line with the natural development of the public-school system. The state universities also show their regard for popular demand by admitting special students.
By offering free tuition, the state university reaches many who would otherwise fail to enjoy higher training. It tends to equalize the conditions for rich and poor in the struggle for the survival of the fittest.
