pieces in the interest of some theory or speculation must inevitably end in disaster, for they must agree with Bacon that "it were good, therefore, that men in their innovations would follow the example of time itself, which indeed innovateth greatly, but quietly, and by degrees scarce to be perceived."
The complaint that learning is no longer treated with due deference is not exclusively modern, for it was enumerated long ago among the things that are not new under the sun; and he who for his own pleasure or distinction devotes himself to work in fields that yield nothing but the interest of the exploration should look to his own pleasure for his reward, since learning is no more exalted by turning it into an aristocratic and exclusive pleasure ground than by making it a shop for profit. While no weak and foolish brother of the laboratory should be permitted to think that he belongs to a favored class or has any claims to support or respect except for service rendered, it is the duty of our graduates to teach the world, by the example of their lives, what the work of the university is.
Lyceum lectures and summer schools and systematic courses of reading are good things, and the common school and the home are the foundation of all education. Travel is a most valuable adjunct, but those who are to profit by it must first know what they go out to see, "for else shall young men go hooded and look abroad little."
No school or college can improve its work by calling itself a university, although the prevalence of belief that its work is the work of a university may bring harm incalculable; for that university is universal, in the best sense of the word, where students are inspired with enthusiasm for truth by the example of those whose minds are "as a mirror or glass capable of the image of the universal world, and joyful to receive the impression thereof as the eye joyeth to receive light."
What nobler task can our graduate undertake than to teach the world that while the benefits which learning confers are its only claim to consideration, these benefits will cease so soon as they are made an end or aim? All men prize the fruit; but who else is there to tell them that the tree will soon be barren if they visit it only at the harvest, that they must dig about it and nourish it and cherish the flowers and green leaves? What better service can he render than to point out that the gifts of learning are like health, which comes to him who does not seek it, but flies farther and farther from him who would lure it back by physic or indulgence?
The two authors I referred to at the beginning can not both be right, and both may be partly wrong, for it is possible that neither plutocracy nor a democratic majority makes a state. No univer-
