3$6 Extracts from Addresses
business and educational affairs, as in others, the more each gives the
more each will receive, and that the best that the city can do for itself
is to give to the Rice Institute the very best of its young people as
students. I think if you will give them to the Institute of your city
and to the State University of your State, you will receive in return
far more than you will give.
Dr. Shipley has explained to you the object of our mission, but I want
to go back in particular to one of its principal objects, namely, the
matter of cooperation. It seems to me that we are going to find op-
portunities of cooperation in a great many different directions. One
result of my journey through this country has been to see that we are
confronted at every turn by the same problems, and that we have
really the same sort of machinery to deal with those problems, as we
have, I trust, the same spirit in the back of our minds with which to
confront those problems. The more I visit your universities, the less
difference I feel between them and the universities we have left at
home. One of the most important ones I have discovered at present is
what appears to be a small one, but I think it is an important one, and
that is that in the management of your universities you have your boards
of trustees, or whatever they are called in different places, but as a rule
the teaching body have no representation upon them. In most re-
spects most of our universities are extraordinarily like yours in con-
stitution and everything else, but we do always insure that on the
governing body, on the board of trustees, or regents, as we call them,
the teachers shall be represented, and I think that indicates our view of
the democratic principle of representation, that the body that is con-
cerned should have some representation upon the body that controls. It
is true that the teachers have no determining voice in the affairs of the
university, but it is true that the mere fact that they are represented
prevents them from having any grievance, and we in England attach
a great deal of importance to that. Now, that same democratic prin-
ciple of representation enters into many of our affairs, and it enters
into one that I particularly want to mention to you to-day, for I think
it is rather a significant feature of our university life, and a feature
which may before long become characteristic of yours. We are con-
fronted by the responsibility of doing what we can, not only for the
students who are studying within our walls, but with the students by
whom we are surrounded in the persons of the workers of the great
industrial communities. During the last few years these workers in
Great Britain have come to the universities and have asked them to
give them higher education in the things they want to know; not vo-
cational education to make them better machines in producing work,