UNIVERSITY OF 
 ILLINOIS LIBRARY 
 AT URBANA-CHAMPA1GN 
 
 STACKS 
 
Digitized by the Internet Archive 
 in 2016 
 
 https://archive.org/details/universitystatea00joyn_0 
 
IV 39 
 
 
 >f,v • • • * ■- ^ 
 
 ducation 
 
 ^n.a 
 
 fhe University and the State 
 
 'P^Ay> 
 
 An Address before the 
 University of Tennessee 
 June 14, 1898 
 
 By Edward S* Joynes 
 
 Of South Carolina College 
 Formerly Professor of the University of Tennessee 
 
 Knoxville 
 
 University of Tennessee Press 
 1898 
 
At a meeting on the afternoon of June 14th, 1898, the Board of Trus- 
 tees of the University of Tennessee adopted the following resolution: 
 
 Resolved, That the thanks of the Board of Trustees of the University 
 of Tennessee are hereby most sincerely and cordially extended to Dr. 
 Edward S. Joynes for his able and eloquent address this day delivered 
 before the University; and that the secretary forward to him a copy of 
 this resolution, with the request that the address be forwarded to this 
 Board for publication. 
 
 EDWARD S. JOYNES, born in Virginia, 1834. M. A. University Vir- 
 ginia, 1853. LE. D. William and Mary College, Virginia, 1878. As- 
 sistant Professor Ancient Languages, University Virginia, 1853-56. 
 Student University Berlin, Germany, 1856-58. Professor Greek and 
 German, William and Mary College, Virginia, 1858-66. Professor 
 Modern Languages and English, Washington and Lee University, 
 1866-75. Professor Modern Languages and English, Vanderbilt 
 University, 1875-78. Professor University of Tennessee, English and 
 Belles Lettres, 1878-80. Professor Modern and English Languages 
 and Literature, 1880-82. Professor South Carolina College, 1882-88. 
 Professor Modern Languages, 1888. — Author or editor of well- 
 known text-books for modern language study; among these: Classic 
 French Plays (Corneille, Moliere, Racine); Minimum French Gram- 
 mar and Reader; Schiller’s Maria Stuart, etc. (H. Holt & Co., New 
 York); Joynes-Meissner German Grammar; German Reader; French 
 Fairy Tales, etc. (D. C. Heath & Co., Boston). Also writer or 
 lecturer on various educational topics. 
 
 Dr. Joynes has always been a zealous promoter of public education 
 in all its grades — especially of the idea of State education from the pri- 
 mary school to the University. With the late Leon Trousdale he organ- 
 ized and conducted (1878-80) a series of Teachers’ Institutes in Tennes- 
 see, and was active in organizing the State Institutes at the University of 
 Tennessee. This fact explains some of the allusions in this address. He 
 has been equally conspicuous in like work in South Carolina, and is one 
 of the founders and trustees of the Winthrop Normal and Industrial Col- 
 lege for Women at Rock Hill, S. C. 
 
THE UNIVERSITY AND THE STATE. 
 
 Mr. President, Trustees, Officers, and Students of the Univer- 
 sity; Ladies and Gentlemen — Old Friends and New: 
 
 It is with no ordinary pleasure that I meet you to-day. The 
 invitation of the President and Faculty to address you on this 
 occasion was more than a compliment — more than any such 
 compliment could have been. It was felt as a recognition of 
 former service, and an expression of continued confidence — as 
 the voice of old friendship and obligation, summoning me to 
 renewed acknowledgment of duty. All this, and more, gave 
 emphasis to your call and made me feel that no slight hindrance 
 should prevent my acceptance. Hence I have come, in spite of 
 conflicting engagements, as friend hearkens to the voice of 
 friend, or as a son obeys the call of an absent mother. I can 
 never forget my obligations to this University. I can never 
 forget the circumstances under which I first came to Knoxville 
 to address the Literary Societies at the Commencement of 1878, 
 just twenty years ago. That visit resulted, most unexpectedly, 
 yet for me most fortunately, in my call to a chair in this Faculty. 
 That call too — I felt it deeply then, I have felt it ever since — was 
 more than a compliment ; it was a vote of confidence, doubly gen- 
 erous, and doubly gratifying, at that time. That this reflection 
 doubly stimulated my zeal in the service of the University, it 
 might be vain now to say ; but it' is true. I felt it then ; I feel it 
 now ; I can never repay that debt. I would not. Let it live, so 
 long as I live, in the perpetual sentiment of gratitude and obli- 
 gation. I am thankful to be here today, and to testify, by this 
 service, my unbroken love and loyalty to this University. 
 
 And the pleasure with which, for such reasons, I received 
 and accepted your invitation is doubled now by the pleasure I 
 feel in the renewed greeting of old scenes and associations. I 
 need not speak of the joyful meeting with old friends, along with 
 the melancholy pleasure of remembering those who are not; of 
 the growth of your city, queen of hill and valley, beautiful for 
 situation, center of wealth, of industry, of education and of cul- 
 ture, so wonderfully advanced in these twenty years ; of the 
 lovely view, more beautiful than ever, from this sun-crowned hill, 
 
 
4 
 
 The University and The State 
 
 over verdant vale and hazy mountain and winding river and busy 
 town, in which my eye once daily delighted, and since has seen 
 none fairer : — all this gives pleasure to every one who after the 
 lapse of years revisits these scenes. But to me the greatest pleas- 
 ure of all is what I see upon this hill, and the contrast in my 
 memory with what stood here twenty years ago. You, my 
 friends, who day after day, year after year, have witnessed the 
 gradual yet rapid growth of this University, cannot comprehend 
 these changes as I do who visit it after an interval of years. It 
 is like looking at one moment on the picture of a child, at the 
 next on that of a stalwart youth, bearing on eye, brow, and body 
 the vigorous stamp of coming manhood. What has been 
 wrought here, mainly in the last ten years, is indeed marvelous — 
 marvelous, my friends, and prophetic, too. And you, who 
 rightly and proudly rejoice in this progress may imagine the 
 pleasure of one who, after intervening years, sees herein not only 
 the fruit of the wisdom and labor of others, but the realized vis- 
 ion of his own dreams — the substance of things hoped for, and 
 worked for, in “the day of small things,” by himself with others. 
 There are those here present who know that this is no idle boast, 
 that I, as I stand before you to-day, may not only admire 
 what has been wrought, but thankfully, as a fellow-laborer, may 
 rejoice with those who have accomplished the work. And so I 
 do rejoice, with exceeding great joy. 
 
 If I desired, my friends, to exhibit in the most striking way 
 what has been done under the present administration of the Uni- 
 versity, I should need only to describe to you accurately, as I 
 could do, the conditions which existed during my residence here 
 from 1878 to 1882. But this I will not attempt. Indeed, I could 
 not exhibit this contrast without seeming to disparage that 
 period; and this would be unjust, and from me most unkind. The 
 Faculty then, as now, was composed of worthy and noble men, of 
 ample scholarship and ability, who worked intelligently and zeal- 
 ously for the good of the University and of the State. But they 
 were controlled by the inexorable conditions of the times, and 
 they failed of the best results only because the hour had not yet 
 come. From the venerable and pious president, whose soul 
 was aflame with love to God and to duty, down to the humblest 
 tutor, I can remember nothing but loyal fidelity; and, though 
 often with much conflict of opinion and policy, there was always 
 
An Address by Edward S. Joynes 
 
 5 
 
 hearty co-operation in work and service. To all who were with 
 me then, and to the memory of those who no longer answer the 
 call of duty on earth — of the eloquent and devoted President 
 Humes, to whom a just and noble tribute was recently paid on 
 your late “University Day of the learned, luminous and gentle 
 Kirkpatrick ; of the brilliant and versatile Lockett, whose genius 
 and character had been ripened in manifold service under many 
 climes ; of the gifted and gracious McAdoo, finest type of the 
 Southern gentleman of the ancient regime; to the memory of all 
 these I bow my head in affectionate remembrance. And to the 
 living, some of whom are to-day within the sound of my voice, I 
 send the greeting of old fellowship and friendship, never to be 
 forgotten. In the hearts of us all, I believe, there remain the 
 warmest mutual sentiments, and the kindest memories of auld 
 lang syne. 
 
 But I may not indulge these reminiscences, interesting as 
 they might be. When I turn from them to behold the condi- 
 tions now surrounding us, I am amazed and delighted at the 
 progress that has been made since those times. When I see these 
 new and beautiful buildings ; this improved equipment, especially 
 in the appliances to meet the “leading objects” of the University 
 as now endowed; these numerous and diversified courses of 
 study; this enlarged faculty of able teachers; these thronging 
 students from all parts of Tennessee and from beyond her bor- 
 ders; and still more, when I see what is doing, or only just 
 begun, in the large plans outlined for future accomplishment, I 
 cannot but recognize such proofs of ability, zeal and good for- 
 tune in the management of the University as are the pledge of its 
 still larger success and growth hereafter. No man, comparing 
 the conditions of twenty or even of ten years ago with what now 
 exists here, could deny to the Trustees or Faculty the amplest 
 tribute of recognition and eulogy — still less to that gifted and far 
 sighted young President, modest bearer of a consecrated name — 
 who to the learning of the schools and of experience adds in rare 
 combination the judgment and tact of the man of affairs and the 
 gift of leading and inspiration. To these, one and all, honor and 
 thanks. But, my friends, when I look upon this picture of 
 growth, progress and purpose, I cannot resist the conviction that 
 beyond and beneath all visible causes — beneath the wisdom of 
 the Trustees, the ability of the Faculty, and the skillful guidance 
 
6 
 
 The University and The State 
 
 of the President, lay the deep groundswell of the heart of the 
 people, saying unconsciously to themselves: “We must have a 
 State University;” that here in happy conjunction had come not 
 only the man but the hour, to work together the providence of 
 God ; and that the creative spirit, dimly felt by some of us twenty 
 years ago, has moved upon the face of the waters, saying “Let 
 there be light in Tennessee :” Twenty years ago next winter, 
 the legislators of Tennessee said: “Go to; let us make to our- 
 selves a State University;” and they voted the enactment, and 
 then — rested from their labors. The man-child then born has 
 not felt the touch of the maternal breast, but has lived and 
 grown, neglected and alone, save for the generous foster-nursing 
 of the United States Treasury. But the people, wiser than their 
 legislators, have felt the need of a University worthy of their cit- 
 izenship. So they have turned their eyes to this institution and 
 have given it their support and sought its advantages. The 
 authorities of the University, instinct with the like spirit, have in 
 spite of limited resources sought to enlarge its benefits and 
 attractions, for the good of the State. And so the people have 
 sustained the University, and the University has sustained the 
 people, in mutual service and support; and thus in spite of the 
 step-motherly neglect of the mother State, the unconscious but 
 imperative demand of the people has built, and is building, on 
 this hill, a University for Tennessee. What greater proof could 
 be given of the need of the hour? What more eloquent appeal 
 to the wise beneficence of the State? What more emphatic 
 warning, that the State should no longer neglect the want and 
 the demand of the people? 
 
 I should insult the intelligence of this audience if I should 
 1 attempt any formal argument upon the benefits or the necessity 
 of the higher education in this age of the world. Equally so if I 
 should undertake to set forth the duty or the policy of public 
 education by the State. That duty rests upon the deepest foun- 
 dations, and is confirmed by the highest sanctions of Statehood 
 itself; as the policy is confirmed by the practice and experience 
 of every civilized State in the world. The argument for the 
 higher education is the same as for the lower — the same, none 
 other and no less ; and that is, the security and welfare of the 
 State by the training of its citizenship — a proposition which, now 
 as broad as civilization itself, becomes tenfold stronger and 
 
An Address by Edward S. Joynes 
 
 7 
 
 clearer under democratic institutions. In an inchoate state, or 
 in a primitive society, the argument is at first, naturally, in favoi 
 of primary education ; for the foundations must first be laid. But 
 the time for that argument has long passed in the American 
 States. For the finished structure, in our advanced civilization, 
 the roof is as essential as the foundation, and the higher educa- 
 tion has long since become as important as the lower, in all 
 States like Tennessee. A State now providing for common 
 schools, without university education, would be guilty at least 
 of anachronism, if not of absurdity; for the higher functions of 
 citizenship are now as essential to the very existence of society 
 as the lower. Indeed, the two are essentially correlated and 
 interdependent; each is fed, sustained and supported by the 
 other. As in life, so in the schools. Society is an essential unit. 
 And so with all the grades of education. So, too, in all the 
 economy of nature. The light that comes from above is as nec- 
 essary to the growth of plant-life as is the soil below, and the 
 very moisture which refreshes the roots is the gift of the gracious 
 rain that distils from heaven. Indeed, in education especially, 
 it may be noted that the impulse and productive force come most 
 largely from above. Here demand does not create supply, but 
 rather supply creates demand. It is from the educated mind that 
 come the wise designs for the uplifting of the poor and ignorant, 
 and from the higher education that are derived the chief support, 
 inspiration and guidance of the common schools. In fact, the 
 status of popular education in any State may be guaged mainly 
 by its institutions of higher education, and those States most dis- 
 tinguished for general intelligence are also the most illustrious 
 in the higher scholarship. Indeed, historically, the higher edu- 
 cation has preceded and produced the lower. In Europe at 
 large, in France, Italy, England, Germany, the first movement of 
 culture was the creation of great universities, from which broke 
 the light that. has illuminated the modern world; and in many of 
 the American States, most notably in the South, universities and 
 colleges have preceded, and first made possible, the establish- 
 ment of common schools. In the world of intellect, as of nature, 
 the source of light and heat is in the heavens above ; and towards 
 the sun, upwards, all nature turns and grows. 
 
 I have said that the policy of the higher education is confirmed 
 by the experience of all civilized States. To show this would be 
 
8 
 
 The University and the State 
 
 
 j 
 
 only to recite the commonplaces of history. During the terrible 
 struggle of the Netherlands against Spain in the 16th century, the 
 city of Leyden underwent indescribable sufferings and sacrifices, 
 which were borne with unsurpassed heroism. At the close of 
 the war the Prince of Orange, desiring to confer upon the city 
 some memorial of public gratitude, offered perpetual exemption 
 from certain taxes, or the foundation of a university. This peo- 
 ple, who had been reduced by the war to utter poverty, nobly 
 chose the University; and the glory which this University has 
 since conferred upon their city has fully vindicated their choice. 
 In the year 1809, just three years after the disastrous battle of 
 Jena, in the very agony of national humiliation and dismember- 
 ment, Prussia founded the University of Berlin, now the greatest 
 in the world. The King, Frederick William III, who had then 
 hardly a throne left large enough to sit upon, writes to his min- 
 isters : “Although we have lost territory, power and prestige, we 
 must strive to regain what we have lost by acquiring intellectual 
 and moral power; and therefore it is my earnest desire and will 
 to rehabilitate the nation by devoting a more earnest attention 
 to the education of the people” — a kingly sentiment, worthy of 
 the father of emperors yet to be ; and along with the foundation 
 of the most perfect system of popular education ever known, goes 
 pari passu the development of that great system of higher educa- 
 tion through her universities and technical schools, which has 
 made Germany the schoolmistress of the world and given her 
 the intellectual, industrial, and military leadership of the Euro- 
 pean Continent. It has been truly said, it was the education of 
 Germany that conquered France. This same education, trans- 
 ferred to her factories and workshops, has given to German man- 
 ufacture and trade in the last thirty years a growth unparalleled 
 in the history of industry, and made the label “Made in Ger- 
 many” the terror of all competitors. By the same magic of 
 superior education, little Japan walks over the prostrate Colossus 
 of China, and challenges her own place among the nations and 
 powers of the civilized world. Warned by costly experience, 
 France seeks rehabilitation by the better education of her peo- 
 ple, and is at this day engaged in the re-establishment of her 
 ancient universities, dismantled by Bonaparte. All nations now 
 recognize educated intelligence as the surest guarantee of prog- 
 ress and of power. 
 
An Address by Edward S. Joynes 
 
 9 
 
 When we follow “westward the course of empire” the lesson 
 becomes still more striking and interesting for us. A great 
 national university was among the cherished dreams of Wash- 
 ington — a plan which even now seems to be recovering the im- 
 portance it had in his great mind. The like zeal for the public 
 provision of higher education was felt by other fathers of the 
 republic ; and it has marked most conspicuously the Acts of Con- 
 gress in the admission of new States into the Union. So that 
 from the first, it may be truly said, that public education has been 
 among the recognized principles of our great republic. When 
 we come to the several States and sections of the Union, it may 
 be asserted that their prosperity, prominence and influence have 
 been in direct ratio to their provision for higher education. To 
 what extent Harvard, Yale, Dartmouth, Amherst and other 
 great colleges of New England have contributed to the domina- 
 tion of New England ideas all over the great North and North- 
 west, and to their ultimate predominance in the great industrial 
 and political struggles of the country, can not be computed. 
 Suffice it to say, these schools educated New England, and New 
 England has largely educated the nation. The influences of 
 William and Mary, of the University of Virginia, and of South 
 Carolina College are inseparable from the intellectual and politi- 
 cal primacy of Virginia and South Carolina in the South, down 
 to the war. Coming to more recent history, we find that the 
 newer States most highly distinguished for wealth, prosperity 
 and progress are those which have provided most liberally for 
 their great State Universities. In a paper by President Draper 
 of the University of Illinois, in the Educational Review for April, 
 1897, on “State Universities in the Middle West,” are given 
 most striking statistics on this subject, which I can here only 
 refer to ; but they are full of instruction. (1). And in the more 
 
 (1). President Draper’s paper includes the States of Ohio, Indiana, 
 Illinois, Michigan, Wisconsin, Iowa, Minnesota, Missouri, Kansas and 
 Nebraska. He says: “In 1895-96 legislative appropriations for running 
 expenses were, in Indiana; $60,000; Wisconsin, $118,000; Kansas, $100,- 
 000; Illinois, $90,000; Minnesota, $254,000. In the same year for new 
 buildings, Wisconsin gave $60,000, besides providing for a new State 
 library on the University grounds to cost $360,000. Illinois gave her 
 University $243,000; Nebraska $73,000; Minnesota $223,000, for the same 
 purpose. 
 
 “In a number of these States the income of the University, provided 
 by the States, is in large part derived from a fixed State tax. This is not 
 
10 
 
 The University and the State 
 
 recent “Memorial of the Johns Hopkins University to the Legis- 
 lature of Maryland,” I find a still more comprehensive grouping 
 of facts relating to higher education in America. (2). 
 
 And as further proof of the vitality and growing power of 
 such institutions, I read, in the address of President Adams, of 
 the University of Wisconsin, before the Johns Hopkins Univer- 
 sity, February 22, 1898, that while from 1885 to 1895 the increase 
 of students in the ten great representative colleges of New Eng- 
 land was 20 per cent., and in ten representative denominational 
 colleges of the North Central States was 14 1-4 per cent., the 
 increase in ten representative State Universities was no less than 
 320 per cent. What stronger proof could be given, on the one 
 hand that the growth of higher education is at once an index and 
 a motive power of public progress ; and on the other that the 
 principle of State education, in universities endowed and sus- 
 tained by the State, is destined to become more and more the 
 type of the higher education in the great American Republic. (3). 
 
 included in the foregoing figures. From this source the State University 
 in Indiana received last year $80,000; Michigan, $188,000; Wisconsin, 
 $225,000; Ohio, $175,000; Nebraska, $75,000. 
 
 None of these figures include the income from endowment or the 
 later Federal grants. 
 
 (2). Among the younger State Universities, this memorial gives the 
 total annual income for 1897, of the following: Michigan, $421,635; Wis- 
 consin, $400,000; Illinois, $399,429; California, $389,186; Ohio, $349,370 
 Far larger are the incomes of many of the older colleges and Univer- 
 sities therewith cited. These statistics are taken from the World Almanac 
 for 1898. In the same list the total income of the University of Tennes- 
 see is stated at $68,231 — from benefactions, none! 
 
 Note — Since this was written the Legislature of Maryland has voted 
 to the Johns Hopkins University an annual appropriation of $50,000 for 
 two years without conditions — doubtless the beginning of a permanent 
 policy. On this the Educational Review for May 1898 remarks: “It 
 would be an excellent policy if the State of Maryland would constitute the 
 Johns Hopkins its State University * * * and lead the way in teaching 
 the commonwealths of the North and East a lesson they have not yet 
 learned — the stimulating and democratizing effect of a State university 
 holding organic relations to the public school system.” 
 
 How much stronger is the claim of her own historic University upon 
 Tennessee! 
 
 (3). “During the last few years the development in this country of sec- 
 ondary education at the public expense has been little short of marvelous. 
 From 1890-96, while the number of students in private secondary schools 
 increased 12 per cent., or from 95,000 to 107,000, the number of students • 
 in public secondary schools increased *87 per cent, or from 203,000 to 
 380,000. Nor is this all: since 1893-94 the number of students in private 
 secondary schools has been steadily decreasing. These facts are an elo- 
 quent witness to the growth of the spirit of democracy in education, and 
 
An Address by Edward S. Joynes 
 
 11 
 
 It is needless to prolong argument, or to multiply statistics when 
 the whole horizon, far and near, is ablaze with such light. 
 
 In this glorious procession of States — in this forward march 
 of intelligence — in this victorious advance against the powers of 
 darkness, where stands Tennessee? What rank, in this swelling 
 army of human progress, belongs to this great State, which has 
 just completed her first century, and now, strong in matured 
 strength yet still young in hope and ambition, enters upon the 
 century, and the centuries to come? One year ago, at the end 
 of her first hundred years of statehood, Tennessee invited the 
 world to behold the glory of her achievements and of her 
 resources. On a hilltop near her beautiful capital she displayed 
 her treasures — the treasures of her fields and forests and mines ; 
 of her rivers, her railroads, her factories ; of her skilled labor and 
 her handiwork in every department of useful and beautiful pro- 
 duction ; of her genius in science and in art ; of her strong and 
 patriotic manhood, and her gifted and beautiful womanhood — 
 all these gathered from every section of the State, and centered 
 around her splendid capital city, with all its wealth, and culture 
 and social charm. To shelter and exhibit these treasures, were 
 built edifices of grandeur and beauty which rose, almost in a 
 day, like fairy palaces beneath the enchanter’s hand — a vision 
 and a dream of beauty. And to her sister States and to the world 
 she said: “Come and behold Tennessee! Behold what she hath 
 wrought in one century of Statehood!” And the people came, 
 and marvelled ; and everywhere was spread abroad the wondrous 
 tale of the greatness and glory of this fortunate and proud State. 
 Wonderful Exposition! Wonderful exhibition, indeed, of 
 resources and of power! A glorious event — an epoch, in the 
 history of Tennessee, never to be forgotten for its memories or 
 its lessons ! 
 
 What did this Exposition mean, my friends, and what does it 
 teach? Was it merely an empty boast — an idle pageant, to pass 
 away like the unsubstantial fabric of a dream? Can Tennessee 
 forget that here, in the eyes of all the world, she gave a challenge 
 to destiny? Can the State, which in one century has accom- 
 
 they are a conclusive answer to those curiously inept critics who insist 
 that it is un-American to provide other than elementary education at 
 public expense.” — Nicholas Murray Butler, Educational Review, June, 
 1898. 
 
12 
 
 The University and The State 
 
 plished so much, confront the coming century in vain reliance 
 upon the pride of the past, or permit the future to fall behind the 
 pledge she has thus given to the world? To whom much is 
 given, of him — it is true of States as well as of individuals — much 
 will be required; and Tennessee has put herself under heavy 
 bonds ! 
 
 Besides, consider some of the obvious lessons of the Exposi- 
 tion itself. In the great display there made actually, and through 
 every form of widely circulated statistics, how much of the vast 
 aggregate represents resources as yet undeveloped and potential 
 merely, or else developed only in part, or mainly by foreign intel- 
 ligence, industry and capital? What proportion of her fertile 
 fields yet languish for lack of skilled agriculture? How much of 
 her magnificent water power yet flows to the sea, or ripples from 
 her great mountains, unused by human industry, with no mur-' 
 mur of busy life on its banks? To what extent is her mineral 
 wealth, or her vast forestry, still undeveloped or even unex- 
 plored? Or how far are her actual factories, foundries, railroads 
 and other great industries dependent on capital and skilled labor 
 from abroad, or owned or directed by foreign corporations? 
 How far, in these manifold forms of imported industry or capital, 
 is Tennessee to-day paying tribute to the superior intelligence 
 and wealth of other communities not more fortunate, but wiser, 
 than herself? It is well that outside labor, skill and wealth 
 should be attracted to Tennessee; but it were better if her own 
 people were educated to manage and develop her vast resources, 
 and to enrich themselves and their own children by her hidden 
 wealth ; and this education, on the largest scale, would actually 
 cost the State less than the heavy tax now paid abroad. Look, 
 too, at that frightful record of illiteracy in Tennessee, which also, 
 alas ! is known all over the world. What attraction is there for 
 the best immigration, outside of your cities and towns and a few 
 favored counties in a State so largely lacking in good rural 
 schools or in the advantages of an educated rural society? No 
 wonder that every ambitious youth or every man jealous for the 
 welfare of his children, tries to leave the country for the town, 
 while the country suffers more and more from the loss. My 
 friends, the Centennial Exposition, which attracted the eyes of 
 all the world to Tennessee, has made these facts, too, all the 
 
An Address by Edward S. Joynes 
 
 13 
 
 more widely known. What use is Tennessee going to make of 
 the great object lesson she has given to the country and to 
 herself? 
 
 The need for high training, in every branch of production or 
 of industry, is greatly intensified in this age. In former times 
 natural conditions most largely determined results. Natural 
 advantages of climate, soil, location gave preeminence to favored 
 regions. But in these days distance and time are almost anni- 
 hilated, and the progress of invention has nearly neutralized local 
 advantages. All the world is now one market, almost equally 
 accessible to all. The area of competition is immensely ex- 
 tended, and its conditions more nearly equalized. Not natural 
 advantages, but superiority in intelligence and skill, will hence- 
 forth determine the pre-eminence of nations and of States. More- 
 over, the invention of machinery, and its application to every 
 branch of industry, have not only alleviated, but greatly equalized, 
 the conditions of labor. Brute force is dethroned ; educated intelli- 
 gence now reigns supreme. Skill counts for more than strength, 
 brain for more than muscle. In these days mere labor is mere 
 servitude, skilled labor has everywhere the mastery. Man 
 power outweighs horse power; for the finger of a man or even 
 of a child, can direct and control agencies more powerful than a 
 thousand horses. In the same way the complex constitution of 
 modern society, in its manifold organizations, its vast corpora- 
 tions and associations, while it diminishes almost to nothing the 
 individual unit, aggrandizes infinitely the power of the individual 
 factor ; for now the brains of the select few direct and control the 
 mighty corporate agencies of society. The “survival of the fit- 
 test” is transferred from a dogma of science to a fact of life ; and 
 w r e realize literally the principle that “the battle is not to the 
 strong, nor the race to the swift,” but to the intelligent, the alert, 
 the skillful. To trained and applied mind belongs henceforth the 
 dominion of the world. The ignorant but poetic mythology of 
 the ancients placed the golden age in a remote past. For them 
 the actual age of iron was found in servitude to the hard condi- 
 tions of unenlightened labor. For us the age of gold lies in an 
 ever near but ever receding future — grasped to-day by each new 
 •achievement, fleeting to-morrow before each new possibility — the 
 vision only of unending effort and aspiration. But our age of 
 Iron — of labor, once marked only by the sw r eat of the brow — is 
 
14 
 
 The University aiid The State 
 
 now exalted and illuminated by the triumphs of mind. Its min- 
 isters are flames of fire. Light, heat, electricity, magnetism — the 
 winds of the air, the waves of the sea, the sun in the heavens — all 
 the subtle and potent forces of nature — are its agents and its mes- 
 sengers. Science is its servant, and art its handmaid. Creation, 
 that had so long “groaned and travailed in pain for deliverance,” 
 now stands unfettered and obedient at the service of man, and 
 mind rules supreme over matter — fulfilling the primal promise 
 that gave to man “dominion over all the earth.” In this age 
 then, more than in any other, no people, however favorably sit- 
 uated or endowed by nature, may dare neglect the agencies that 
 make for intelligence, for skill in labor or in direction, for wise 
 economy, or for high and enlightened citizenship in any depart- 
 ment of industrial, social or political activity, from the lowest to 
 the highest. The penalty is inferiority, dependence, poverty, 
 humiliation ; for in the relentless race of modern life there is no 
 quarter for the conquered. 
 
 For this great work, so comprehensive and so potent, there 
 is but one agency comprehensive and potent enough, and that is. 
 the State itself. To educate the people of a State for the manifold 
 duties and offices of citizenship ; to organize and control a ma- 
 chinery so complicated and so powerful ; to guarantee rights and 
 duties so universal and so important, no other agency than the 
 State itself — which means the people — can hold, or be trusted 
 with, the power. It is true that in some communities, under his- 
 torical conditions which no longer exist, or at least do not exist 
 in Tennessee, great institutions of education have grown up by 
 private munificence, or by ecclesiastical endowment. To these 
 all honor ! But these are exceptional ; and no comprehensive 
 system has ever been established without State agency and con- 
 trol. Independent agencies of education, private or corporate, 
 denominational or other, do a noble and needed work, for which 
 all aids should be welcomed. They deserve the utmost recogni- 
 tion and protection from the State. But the State can neither 
 guarantee nor control their services. Not always, even with the 
 largest endowment, do they offer a school to which all citizens, 
 of every sect or section, may send their children, without sacrifice 
 of any opinion or any sentiment, to form those large associations, 
 and learn those large and patriotic sympathies, which are so 
 important to a generous citizenship. Still less can they excuse 
 
An Address by Edward S. Joynes 
 
 15 
 
 the State from its fundamental and universal duty — which is to 
 secure to all its people, as part of their primal right to “life, lib- 
 erty and the pursuit of happiness,” the privilege, and so far as 
 possible, the opportunity of the highest possible training for all 
 the duties of the citizen. In this duty the State can admit no 
 substitute and recognize no rival. Such comprehensive pro- 
 vision for education by the State has become the settled policy of 
 the American States — especially of all the newer States ; and sta- 
 tistics already quoted prove that this is destined to become, more 
 and more, the prevailing policy in the future. As our country 
 grows in civic wisdom and in wealth, we may be sure that the 
 several States will become more and more sensitive to this great 
 obligation. 
 
 And this means not only the extension and strengthening of 
 primary and secondary education on all lines, but also the pro- 
 vision of University education, upon the very broadest and high- 
 est plane. Nothing less than the broadest, highest, best, will 
 suffice for the needs of a great State in this age. No second-rate 
 performance can keep pace with the speed of modern competi- 
 tion ; no farthing candle can shine in the bright light that now 
 beats upon the world. Consider the term university — which is 
 but a shorter form of universality. Its meaning is as high and as 
 deep as the powers and the needs of man. It is as broad as 
 humanity — as comprehensive and as complex as human society. 
 Not only must it include provision for the industrial and practical 
 arts (which, under its present limited endowment, constitute the 
 “leading objects” of this institution) — but equally for that higher 
 intellectual and spiritual life which is the most peculiar life of 
 man, made in the image of God. For the State needs thinkers as 
 well as doers ; organizers as well as workers ; lawgivers and 
 jurists as well as a law abiding people; governors and statesmen 
 as well as plain citizens ; refinement, culture and art as well as 
 productive industry ; food and raiment for the immortal soul, as 
 well as for the body that perisheth. So that no department of 
 study — language, literature, philosophy, history, politics, art or 
 science, in theory or in application — may be neglected or dwarfed 
 in any modern university that shall be worthy of the name. It 
 must include “no pent-up Utica,” but “the whole unbounded 
 Continent” of knowledge ; and that means, of investigation, as 
 well as of teaching. It may be said, that such institutions are 
 
16 
 
 The University and the State 
 
 already accessible to Tennesseans, outside of Tennessee. I an- 
 swer, that Tennessee cannot afford to accept, or to tolerate, such 
 dependence. It is well enough that within certain limits there 
 should be free trade in education, especially in post-graduate or 
 special studies, for special individuals. But a great State like 
 Tennessee cannot consent that her children should be compelled 
 to go beyond her borders for any training needed for their high- 
 est efficiency, or her own best service, in any department of citi- 
 zenship. Outside of mere pecuniary considerations, the loss to 
 the individual and to the State, from the expatriation of her chil- 
 dren during the most impressible and potential years of life, is 
 incalculable, and often can never afterwards be made good. A 
 State which has so lately vindicated before the world her proud 
 boast that she contains within herself all the necessities of mate- 
 rial prosperity should be ashamed to confess deficiency in the 
 elements of the higher life of mind, heart and soul. 
 
 Such humiliating confession, happily, is not — at least need 
 not be — necessary. On this hill is an historic institution which 
 bears already the name of the State University. This institution 
 antedates the Statehood of Tennessee. In its origin it is con- 
 nected with her noblest traditions. At every step of its life, in 
 prosperity or in disaster, it has been intimately connected with 
 the history of the State. As Blount College, East Tennessee 
 College, East Tennessee University, and finally as the University 
 of Tennessee, it has marked the epochs of its own life by its more 
 and more intimate connection with the name and with the legisla- 
 tion of Tennessee. (1). By Tennessee it has been made the ben- 
 eficiary of the general government, and for this largess it has 
 made tenfold return, and vindicated alike the wisdom of Con- 
 gress and the confidence of the State legislature. (2). To-day it 
 stands here and proves its right to live. By its work, its growth, 
 its tenacity of life through all hardships, its present condition of 
 
 (1) . See historical authorities already cited. Sanford’s address 
 (Blount College and the University of Tennessee) is especially full and 
 clear with regard to all legislative transactions affecting whether favora- 
 bly or unfavorably, the fortunes of this institution. 
 
 (2) ). A distinguished recent writer says: “To have spent the adoles- 
 cent years in making acquaintance with the great spiritual concerns of 
 humanity under teachers and in buildings provided by the public, is to 
 have received into the soul the germs of respect for social order, and to 
 have become inured to habits of grateful and reverential thought toward 
 the government that gives this precious opportunity.” — Sam’l. Thurber, 
 in Educational Review, May 1898. 
 
An Address by Edward S. Joynes 
 
 17 
 
 activity, prosperity and promise, it claims its title, in fact as in 
 law, to the proud name of the University of Tennessee. Mean- 
 time, whether before or after its adoption as the State University 
 — if I am correctly informed, and I have taken great pains to se- 
 cure accuracy of statement — not one dollar has come to it from 
 Tennessee herself, and this great State holds the unique position 
 of never having made a single appropriation from her own treas- 
 ury to her State University. In conferring upon the University 
 the funds coming from the United States, the State has claimed, 
 very properly, the right to exercise control and to impose condi- 
 tions; but she has never recognized the duty of supplementing 
 these funds by her own largess, or of expanding the usefulness of 
 the University beyond the limits possible to its own unaided re- 
 sources. Her relation has been that of a step-mother, jealously 
 administering an estate — or rather of a god-mother, who gives 
 only a name. To-day, through my feeble voice, uttered in love 
 and in sorrow, this child of her youth calls to the mother State : 
 Here I am ; look upon me ; I am thine ; take me ; own me ; love 
 me, and feed me with the milk of life from thine own rich and 
 overflowing breast. 
 
 For the creation of a great State University for Tennessee, 
 such as this age demands, no new foundation is needed. The 
 lines are here all laid down. The work is already begun, and 
 projected, wisely and well, so far as limited means would allow. 
 All that is needed is such liberal endowment or appropriation as 
 will enable this institution to carry forward and develop its actual 
 work on a scale commensurate with the dignity of the State, and 
 fairly equal to that of other great State Universities. Moreover, 
 with reference to the work of higher education, Tennessee now 
 occupies a singularly fortunate position, in not being hampered 
 by any embarrassing historic conditions. In the interesting 
 address already quoted, on “State Aid to Higher Education” 
 before the Johns Hopkins University, President Adams traces 
 the early success of some States, in the development of higher 
 education, to the policy of concentration, the comparative failure 
 of other States to the opposite policy of subdivision ; and I think 
 his argument is profoundly true. The State of Virginia — a State 
 less populous than Tennessee, and a far greater sufferer from 
 the war — in her appropriation for 1897 (besides $15,000 to a col- 
 ored school) of $135,000 to the higher education, divides the 
 
18 
 
 The University and The State 
 
 amount among not less than six schools. (1). Hardly any Vir- 
 ginia legislator or citizen doubts that the work might be done 
 more economically, and quite as efficiently, by half that number 
 or less. But Virginia finds herself confronted by these historical 
 conditions — and when were Virginians ever recreant to any obli- 
 gation, of the present or of the past? Now Tennessee stands in 
 this respect free and unfettered. She has yet, indeed, to make 
 the beginning, and this she may do with a wise regard only to 
 actual conditions, yet with the advantage of all the experience of 
 others. There is no department of higher education, appropriate 
 to the State, which may not be founded and developed here, or of 
 which, indeed, the beginning is not here already made. For 
 every branch of theoretical or applied science, or of the liberal 
 arts, or of the secular professions, the fruitful germ already exists 
 here, in full vitality. So far as military training may be deemed 
 necessary, it is already furnished here. Teacher training already 
 exists, in special and inexpensive courses, and may be indefinitely 
 extended without injury to, or even competition with, the schol- 
 arships provided in the Peabody Normal College at Nashville. 
 The co-education of the sexes — coeval, indeed, with the earliest 
 birth of the institution — has lately been re-established, under 
 most happy auspices. The feature of industrial training for 
 women, altogether congenial with other ‘heading objects” of the 
 institution, has been wisely added ; so that for the highest practi- 
 cal, as well as theoretical education of women, Tennessee could 
 create no better school than is here offered. In recognition of 
 the growing importance of this feature, a new and beautiful 
 building for women students is now to be erected. (2). In a 
 word, by the simple and unerring evolution of natural law, under 
 
 (1) . These institutions are: Medical College of Virginia (Richmond) 
 $5,000; University of Virginia, $50,000; Virginia Military Institute $35 000; 
 Virginia Polytechnic Institute (Blacksburg) $15,000; William and Mary 
 College (Male Normal, Williamsburg) $15,000; Female Normal (Farm- 
 ville) $15,000 (besides a special appropriation of $2,500 for buildings.) 
 The appropriations for 1898 were practically the same. (See Richmond 
 Dispatch, February 28, 1898.) 
 
 (2) . Since this was written I grieve to learn that the building must 
 be postponed, for want of means. What an opportunity for the Legis’a- 
 ture of Tennessee to devote its first appropriation for the State Univer- 
 sity to the erection and equipment of a worthy building for the industrial 
 training of women — an object to which, in its excellent “Winthrop Nor- 
 mal and Industrial College,” my own little State of South Carolina has 
 lately given over $200,000, and is still giving $30,000 a year. 
 
An Address by Edward S. Joynes 
 
 19 
 
 the actual stress of progressive conditions, there has been found- 
 ed here, and consolidated and coordinated into one harmonious 
 institution, the beginning at least of everything that the wisest 
 statesmanship could now devise, as necessary for a great modern 
 University. It only needs nurture and development to grow into 
 greatness. An annual sum less than Virginia divides among six 
 institutions, or less than a third of what some States, less popu- 
 lous than Tennessee, now give to a single University, added to 
 the resources already here, which have not cost the State one 
 cent, would give to Tennessee on this hill an institution of learn- 
 ing equal to the best, and worthy of her noblest ambition. Can 
 it be possible that this great and powerful State — so rich in her 
 resources, so justly proud of her possessions and her achieve- 
 ments — can be dead to the plea of self-interest, of State pride, 
 and of duty to herself and her children? Not for the University, 
 but for herself— for her own life and safety and prosperity — she 
 should stretch forth her mighty hand, and bid it live and grow, 
 till it be worthy of her own greatness and renown. 
 
 My Friends ; once my Fellow Citizens : 
 
 In closing this already too long address, looking probably 
 for the last time into your faces and upon these familiar scenes, 
 I cannot help remembering again that I once lived in Tennessee. 
 In part in Nashville, in part in Knoxville, I passed some of the 
 happiest, some of the saddest, some of the busiest years of my 
 life, of which memories crowd upon me too many and too deep 
 for utterance. All over the State, outside of these cities, I have 
 friends, of the living and of the dead. Among the latter I must 
 pause to mention one, honored and loved by many besides my- 
 self — the late Leonidas Trousdale, alumnus and trustee of this 
 University — my friend, co-worker and leader in common labors 
 for public education all over this State — noble gentleman, de- 
 voted public servant — peace to his ashes ! My own child and 
 grandchildren still live in Tennessee, and my heart ever turns 
 with fond remembrance to the home of my younger and stronger 
 days. As I consider this great State; as I remember the jour- 
 neys I have made up and down her spacious borders, to speak 
 for education ; as I study upon the map her beautiful configura- 
 tion, and think of her vast and undeveloped resources, I am 
 reminded of a fairy tale we have all read in childhood. A 
 
20 
 
 The University and The State 
 
 lovely princess was sunk, by the influence of a malign fairy, into 
 a deep sleep. Her officers and servants all fell into a like slum- 
 ber. Around her palace grew up a hedge of bushes and thorns 
 that shut it from the world; and it was fated that she should so 
 sleep until, after a hundred years, a beautiful chosen prince should 
 come, and call her and her palace back to life. Yet even in her 
 sleep, the story says, she was beautiful ; her heaving breast gave 
 signs of life, the bloom of youth mantled on her cheeks, and she 
 grew into ever more lovely womanhood ; but still she slept on, till 
 the time had come. So, too, it seems to me, lies this virgin State 
 — this sleeping beauty of Empire ! Her feet bathed in the waters 
 of the mighty Mississippi — her lovely body clasped in the sinu- 
 ous arms of the Cumberland and the Tennessee — her head pil- 
 lowed where the morning sunlight kisses the summits of the 
 Unaka Mountains, and flashes thence over this glorious valley, 
 she sleeps. Yet beautiful, too, in her sleep — her bosom heaving 
 with the breath of unconscious and undeveloped power, her 
 limbs instinct with all the potent forces of life — she lies dormant 
 in the gorgeous palace of ner rich inheritance, while around her 
 rankle the hedges that hide her glories from the world. She 
 Sleeps: the hundred years are past, and the beautiful prince that 
 shall awake her is not yet come. But he is coming. His herald 
 trumpet has already sounded to the world in your capital city. His 
 approaching footsteps are tipping your mountain-tops with light, 
 deepening your valleys with richer verdure, touching your rip- 
 pling streams to sweeter music. His voice is heard in the whir- 
 ring wheels of industry, in the scream of the steam engine, in the 
 church bell — in every note that sounds the march of progress or 
 of hope for mankind. His name is ENLIGHTENMENT. His 
 watchword is EDUCATION — his tabernacle is the SCHOOL 
 — his palace, the UNIVERSITY. He is coming ; and when he 
 comes, in full and gracious presence, he will set his throne on this 
 very hill where we now are. Let him come, and come quickly. 
 Let him rouse this Sleeping Princess, and taking the crown that 
 has so long awaited her, let him crown Tennessee the Queen that 
 she should be, and shall be, if she will hut awake. May God bless 
 Tennessee; and through the awakened heart and hand of Ten- 
 nessee, may God bless this University. 
 
 S. 8. NEWMAN & CO., PRINTERS KNOXVILLE