I am not thinking of the additions to the world's learning in all this, great as it is but impossible of appraisement. Nor am I thinking chiefly of the industrial and material advantages. I think it was some bacteriological discovery, known as the Babcock test, resulting in a great improvement in the making of butter, that gave the University of Wisconsin its first wide sympathetic support. It was the discovery by a professor in one of the western universities of the means of inoculating with some fatal disease, and so exterminating, an insect that destroyed wheat and oats, which gave that professor a chancellorship, I am told, and his university more liberal appropriations. But those achievements and fames, while not to be belittled, I have no wish to catalogue and recite here. I am thinking of the social value of this great public educational system that is thinking constantly of tomorrow--of the world markets of to- morrow, to some extent, to which these curricula, as railroads' and ships' courses, lead; of the world's letters of to-morrow, perhaps; but more specifically and more especially of the higher happiness of those particular regions and the success of its democracy. I am thinking of what these institutions of the people's own devising are doing toward the making of a homogeneous spirit, in which individual, disinterested, and varied achievement will have a liberty to grow--as perhaps in no other soil of earth. Democritus said two thousand years and more ago: "Education and nature are similar. For education transforms the man, and in transforming him creates in him a new nature." The State in its three institutions--the common school, the high school, the college and university--has many in its care and under its tuitions for fifteen, sixteen, seventeen years, and in these tuitions has she created in her children a new nature, whatever their ancestry or place of birth. Memories of Europe's forges and trees, or fields of roses and golden mountains, and even of Asia's wildernesses, are in the names of many who enter those doors; the memories of other languages are in the muscles of their tongues or the formation of their organs of speech. Like the ancient Ephraimites at the fords of Jordan, they cannot "frame to pronounce" certain words. And memories of persecution or of vassalage are in the physical and mental attitudes of some. But they are all reborn of a genealogy impersonal but loftier in its gifts than any mere personal heritage--a genealogy which, like that of the children of Deucalion, begins in the earth itself, the free soil.