Maurice Thompson and his brother Will, who wrote “The High Tide at Gettysburg,” sent out from Crawfordsville the poems and sketches that made archery a popular amusement in the seventies. The Thompsons, both practising lawyers, employed their leisure in writing and in hunting with the bow and arrow. “The Witchery of Archery” and “Songs of Fair Weather” still retain their pristine charm. That two young men in an Indiana country town should deliberately elect to live in the days of the Plantagenets speaks for the romantic atmosphere of the Hoosier commonwealth. A few miles away James Whitcomb Riley had already begun to experiment with a lyre of a different sort, and quickly won for himself a place in popular affection shared only among American poets by Longfellow. Almost coincident with his passing rose Edgar Lee Masters, with the “Spoon River Anthology,” and Vachel Lindsay, a poet hardly less distinguished for penetration and sincerity, to chant of Illinois in the key of realism. John G. Niehardt has answered their signals from Nebraska’s corn lands. Nor shall I omit from the briefest list the “Chicago Poems” of Carl Sandburg. The “wind stacker” and the tractor are dangerous engines for Romance to charge: I should want Mr. Booth Tarkington to umpire so momentous a contest. Mr. Tarkington flirts shamelessly with realism and has shown in “The Turmoil” that he can slip overalls and jumper over the sword and ruffles of Beaucaire and make himself a knight of industry. Likewise, in Chicago, Mr. Henry B. Fuller has posted the Chevalier Pensieri-Vani on the steps of the board of trade, merely, we may assume, to collect material for realistic fiction. The West has proved that it is not afraid of its own shadow in the adumbrations of Mrs. Mary A. Watts, Mr. Robert Herrick, Miss Willa Sibert Cather, Mr. William Allen White, and Mr. Brand Whitlock, all novelists of insight, force, and authority; nor may we forget that impressive tale of Chicago, Frank Norris’s “The Pit,” a work that gains in dignity and significance with the years. Education in all the Western States has not merely performed its traditional functions, but has become a distinct social and economic force. It is a far cry from the day of the three R’s and the dictum that the State’s duty to the young ends when it has eliminated them from the illiteracy columns of the census to the State universities and agricultural colleges, with their broad curricula and extension courses, and the free kindergartens, the manual-training high schools, and vocational institutions that are socializing and democratizing education. IV