by medical colleges as equivalent to one year of their required

course.

Graduate School of Political Science and History. One of the boldest innovations made by President Chamberlin was the organization of the Graduate School of Political Science and History. This school from the beginning gave the university a standing for research scholarship outside the state and attracted many students from other states and countries. The civic-historical course, one of the undergraduate courses offered by the school, proved to be a very attractive one. This course also served as a pre-legal and pre-journalistic course.

Courses for Normal School Graduates. Arrangements were made whereby graduates of the two-year advanced courses of normal schools could in two years graduate from the university with the degree of B. S. or B. L. Thus the normal schools and the University of Wisconsin were brought into close relationship.

Teachers' Institute Lectureship. The new course, known as the Teachers' Institute Lectureship, established in accordance with an act of the legislature passed in 1887, proved to be very satisfactory, over fifty lectures being given each year to teachers in forty different counties.

Summer School for Teachers. The University Summer School for Teachers, inaugurated in 1888, proved an unqualified success, over 100 teachers being enrolled in the first year and nearly 150 the second year, of which number some 25 came from other states. Twenty distinct courses were offered, and, according to the president's report, "for the time and expense incurred probably no effort connected with the university gave larger educational returns."

Experimental Psychology. The chair of experimental psychology was organized in 1888. This was a comparatively new idea which had not found lodgment in many universities prior to this time. One of the purposes of this course was to introduce advanced students "to positive and strictly scientific methods in this most important field."

Agricultural Experiment Station. The financial assistance which came to the university through the provisions of the

"Hatch Act of 1886," and the supplementary "Morrill Act for the more complete endowment and maintenance of colleges for the benefit of agriculture and the mechanic arts," passed by congress in 1890, made it possible to introduce an additional course in agriculture, and to increase materially the activities of the agricultural department. A dairy course was established, said to have been the first of its kind in the United States. In 1890 the "Babcock Milk Test" was originated, a most noted achievement of the Agricultural Experiment Station.

Fellowships. In 1888 the regents established eight university fellowships, each paying $400 to advance the cause of graduate study. Within a year the number was increased to ten, two being devoted to Latin and Greek. One other fellowship was provided by Regent John Johnston, of Milwaukee, which was to be devoted to the Mechanic Arts. Several of the appointees to fellowships immediately upon completing their course at the university went to Germany to continue similar lines of work in the universities of that country.

Railroad and Electrical Engineering. The one per cent railroad license tax provided by the legislature in 1889, together with the Morrill Act of 1890, enabled President Chamberlin to differentiate and increase the activities of the College of Engineering, and to establish and develop the departments of Railroad and Electrical Engineering.

The Seminary System. Much attention was devoted to improving the general methods of instruction in the university, one of the changes made in methods of teaching being the introduction of the German seminary system into several depart

ments.

The Law Department. For several years the board of university visitors had criticized the administration of the Law Department, declaring that the relation of that department to the university was not unlike that of a "stray child." They urged that the department be moved from "down town" to College Hill and thus be more closely identified with the other departments of the university; also that the standards of admission be raised and the course extended from one to two years.

While all of the suggestions made by the board of visitors were not carried out, President Chamberlin found it possible

to appoint a new dean with the understanding that he was to devote all of his time to the College of Law, as the department was now styled, and to lengthen the course to two years. 1891 work on the building for the College of Law was begun.

In

University Extension. The system of Farmers' Institutes inaugurated in 1885, through whose agency the university was enabled to establish instructional contact with over 50,000 farmers each year, proved of great value in encouraging farmers to carry on experiments in applying new and improved methods of agriculture. This, together with the Teachers' Institute Lectureship, introduced in 1887, by means of which the university brought new and advanced ideas on education, particularly to the rural teachers of the state, suggested to the university authorities the desirability of introducing a general system of university extension whereby the instruction of the university could be carried directly to the people.

Though hampered by lack of funds, a fairly complete system of University Extension was inaugurated in the fall of 1891, fifty courses being given in various parts of the state during the first year. The department, however, was conducted as an independent venture by the professors and did not become an integral part of the university until 1897, when it was made an adjunct of the School of Education.

Ten years later the legislature passed a law appropriating annually $20,000 to the university fund income to enable the regents to carry on educational extension and correspondence teaching. From this time on University Extension rapidly developed into one of the most important activities of the university.

Resignation of President Chamberlin. President Chamberlin had graduated from Beloit College in 1866, and for two years thereafter was principal of the Delavan high school. After spending a year in special study at Michigan University, he became professor of natural sciences at the Whitewater Normal School, which position he held for four years. In 1873 he became professor of geology at Beloit College, and in 1876 he was appointed State Geologist. During the years 1877-83 he edited the Geology of Wisconsin, a very comprehensive work consisting of four large volumes together with an atlas. He was one of the principal members of the United States Geological

Survey, acting in the capacity of chief of the glacial division until the fall of 1887, when he became president of the University of Wisconsin.

Though President Chamberlin had had no college or university experiences other than those gained while he was a student at Beloit College and Michigan University, he soon demonstrated that he had a clear conception of what the large functions of the University of Wisconsin should be, and his scientific training stood him in well in planning and outlining the future growth of that institution.

During his five years as president he reorganized the university in a fundamental way and gave it a most efficient and successful administration. Public sentiment was back of the university and the legislature responded nobly with the necessary funds which enabled the university authorities to boldly face the future in transforming the institution on College Hill into a modern university.

During the winter of 1892 President Chamberlin received a call to the deanship of the department of geology in the University of Chicago, and in June of that year he resigned, preferring scientific research work to the administrative and executive duties as president of the state university.

(3) THE UNIVERSITY AND THE STATE ACADEMIC TRADITION OF COLLEGES AND UNIVERSITIES Universities Have Not Freely Participated in Affairs of Men. Residents of Wisconsin who have kept in touch with the activities of the state university during the last twenty years or so, but who are not informed regarding the traits of universities in general, and especially of the older institutions, may be surprised at the statement that, taken as a whole, they have carried on quite remote from the farm, the shop, and the market place. Universities have not in the past, and many of them do not at present, participate freely in the active affairs of men. Academic walls have shut in most higher educational institutions so that they have not had intimate contact with the industrial, commercial, and professional world. The academic atmosphere has been somewhat more unworldly than that which is inhaled by the mass of mankind. Academic halls have had a halo of romance

NOTE. At the request of the author, the article, "The University and the State," was prepared by M. V. O'Shea, Professor of Education in the University of Wisconsin.

and mystery about them which all other varieties of halls have lacked completely. The university campus has been a hallowed place when compared with other places where people congregate and work and play together. The men and women who have taught the young idea how to shoot in colleges and universities have had different ways of thinking and acting from the men and women in the world. The university student has lived and deported himself differently from persons of his own age who are engaged in other pursuits; he has enjoyed a certain prestige to which others could not attain. There has been general agreement among students themselves that they are a distinguished and favored group. Their consciousness of their difference and superiority has been ill-concealed, as a rule, when they have moved among their fellows beyond the boundaries of the university campus.

College Faculties Kept Aloof from Industry and Commerce. Speaking generally, colleges and universities have fostered the tradition that life within their walls is of a different sort from that which is found in the factory or shop or store or office. College faculties have kept aloof from industry and commerce, maintaining by assumption if not by assertion that their work is intellectual and spiritual while other occupations have been materialistic. The literature, songs and ceremonies of the colleges have perpetuated, and do still perpetuate, the tradition that higher educational institutions should dwell apart from the every-day activities, strivings, and recreations of people; even the raiment of college groups has served to distinguish their members from those who have toiled in the world or who have pursued pleasure in its various forms.

The universities, as a rule, have not regarded approvingly any institutions or individuals who have abandoned these academic traditions. University teachers have been expected to confine their activities to their classrooms or laboratories, and to impart the truth in their respective fields to the elite few who were favored by fortune so that they could devote some years to the pursuit of knowledge, uninfluenced by the sordid materialism of the world. A university teacher who would have gone into busy places where men and women labored for the purpose of teaching the workers therein would have been looked upon as an academic heretic or apostate who had forsaken academic ideals and had yielded to the call of commercialism. The same