leges and
universities of the state are only $5,000,000. The battleship
_Kentucky_ cost $5,000,000; in the colleges of that state the total
amount of productive funds is only $2,000,000, and the total value of
grounds and buildings, $3,000,000. The battleship _Alabama_ cost more
than $4,500,000, and the entire property, real and personal, of all
the universities and colleges in that state is less than $4,000,000.
The cost of the battleship _Wisconsin_ was more than $4,500,000; the
whole value of all grounds and buildings of the colleges and
universities of the state is only slightly more than $7,000,000. The
battleship _Maine_ cost more than $5,000,000, and the entire value in
grounds, buildings, and productive funds of the colleges and
universities of that state is little more than $5,000,000.

The value of the buildings of five hundred colleges and universities
in this country was estimated in a recent year at $262,000,000, and
the productive funds at $357,000,000. Leaving out those now in course
of construction, the total cost of the battleships and armored
cruisers of the United States named after individual states is
$325,000,000.

The cost of maintaining these battleships during the fiscal year of
1910, though many were in commission but a small part of the year,
amounted to no less than $33,000,000. The amount which all the
colleges and universities in this country received in tuition fees in
1911 was only $20,000,000; and the entire income received both from
fees and productive funds was only about $34,000,000. In other words,
when one takes into account the depreciation of the battleship or
armored cruiser, the entire cost of the thirty-eight battleships for a
single year is greater than the administration of the entire American
system of higher education.

Is it not painfully manifest that the cost of war constitutes a mighty
argument for the economic mind of the student?

Moreover, I am inclined to believe that the very difficulties
belonging to the triumph of our great cause constitute ground for its
closer relationship to the college man. The college man wishes, as
well as needs, a hard job. The easy task, the rosy opportunity, makes
no appeal. He is like Garibaldi's soldiers, who, when the choice was
once offered them by the commander to surrender to ease and safety,
chose hardship and peril. The Boxer revolution in China was followed
by hundreds of applications from college men and women to be sent