On my return to New York I got somewhat acquainted with the city. The word “acquainted,” though, seems presumptuous when I had only a few days, or rather a few hours—for the days were filled for the most part with the duties of my calling—to devote to this giant phenomenon, this city of three millions. Nevertheless, even what is seen as quickly as in a lightning flash can leave an abiding impression, especially when it is so surprising and overpowering. If I were to sum up the impression that America made on me, I might say that I was affected somewhat as Bellamy’s hero was, who, after sleeping for many years, wakes up in an absolutely changed and improved world. Not as if, as in the case described by Bellamy, several centuries had been passed in sleep, but rather as if two or three decades, filled with discoveries and other advances, had been anticipated; thus seemed everything around me. The woman movement, the anti-alcohol movement, the social movement, technical arts, popular education, democratic spirit, toleration, comfort of living, luxury, physical development,—everything speedily carried forward and upward to a climax. A still deeper impression than the one made by all that was so abundantly flowering there (I grant that there may be also many poisonous plants in the garden) was made upon me by what is planted there, by what is still hidden in the seeds but is full of promise for rich harvests in the future. Education is power, education is freedom, education is ennoblement; and from that treasure, which is indeed imported from the Old World, such mighty systems of culture multiplied and disseminated will be established in the New World that for the coming generations an inestimable raising of the general standard of life is to be expected. I have had the opportunity to see universities, colleges, and libraries, and to hear about the settlements of university extension. “Education,” said an American lady to me, “is something which we feel in duty bound to disseminate widely; the whole people must be able to share in it.” All the development of magnificence, all the zeal in conferring donations, which in the Old World has been shown in princely palaces and cathedrals, in the New World—and from far richer sources—flows into places for education. That, indeed, up to the present time, more fundamental knowledge is to be obtained at European universities is indicated by the fact that Americans whose means permit it, and who are particularly ambitious, come to us to study, and that all the professors and scientists there regard it as a privilege to be able to spend a few years as students in our higher institutions; but I am speaking now of the dissemination, especially the coming dissemination, of public instruction, which is still so young in America. Its deepening will come of itself, together with the rejection of much useless educational truck inherited from the olden days and not likely to be any longer useful for the new times.