Note (return) — THE COLLEGE STUDENT.

Professor Adams, it will be observed, is contrasting small colleges with larger ones. We are not bound by his concessions in favor of the former. And we may also take the liberty of advancing his comparison a step by claiming for large cities, no less than for large colleges, the superiority over small ones. Without intending disrespect, we may even put the direct question, Would not your own university, for whose advantages you are contending, be better off to-day had it been placed in Detroit instead of Ann Arbor? Is there not something dwarfing in the atmosphere of a small country town, where character is undiversified and life uneventful? Were books the sole source of knowledge, were the acquisition of ideas and principles the sole aim, we could wish for our professors and students nothing better than monotony of life. But success, whether in professional or scholarly pursuits, depends largely upon temper and practical judgment—qualities which are developed by contact with the busy world. Whoever has had the experience, knows that life in large cities is both stimulating and sobering. It enlarges one's range of ideas and sympathies: it also keeps idiosyncrasies within proper bounds. The individual does not lose his individuality, but rather intensifies it: he loses only the exaggerated sense of his own importance. We must regard it, then, as unfortunate that so many of our seats of learning are out of the world, so to speak. Our professors would probably do their work better—that is to say, with greater freshness of spirit—and would exert a wider influence, were they thrown more in the company of men of the world. In like manner, our colleges would play a more direct part in the affairs of the country. The history of the German universities suggests a lesson. Is it a mere accident that the oldest and the youngest German universities are in large cities? In the Middle Ages, before the political organization of the country had fairly entered upon its morbid process of disintegration, we find Vienna, Prague2 and Leipsic heading the list. Subsequently, each petty duke and count, moved by the sense of his autonomy, sought to establish a university of his own. The Reformation increased the spirit of rivalry. Most of these second- and third-rate universities have passed away or have been merged in others. The three youngest, Berlin, Munich and Strasburg, are all in large cities, and are all three the direct offspring of political and educational reorganization. As Germany is now constituted, it would be impossible to found a new university in a small town. Such places as Jena, Erlangen, Greifswald, Rostock, Marburg and Giessen barely hold their own against the strong movement in favor of concentration.