IV
　　Toallthisthereisthereadyobjectionoftheschoolmastersandutilitariansthatsuchaprojectisfantasticandunpractical，uselessandundesirable;thatsuchhasnotbeenthemissionoftheuniversityinthepast，noritsacceptedplaceanduseintheeducationalsystemoftodayandyesterday，。thattheuniversitiesofChristendomhavefromtheirfirstfoundationbeenoccupiedwithprofessionaltrainingandusefulknowledge;thattheyhavebeenfoundedforutilitarianpurposesandtheirworkhasbeenguidedmainlyoraltogetherbyutilitarianconsiderations;——allofwhichisconcededwithoutargument。Thehistoricalargumentamountstosayingthattheuniversitieswerefoundedbeforemoderncivilizationtookonitsmoderncharacter，beforethedisinterestedpursuitofknowledgehadcometotakethefirstplaceamongtheidealsofcivilizedmankind，andthattheywereestablishedtotakecareofthoseinterestswhichwerethenaccountedoffirstimportance，andthatthisintellectualenterpriseinpursuitofdisinterestedknowledgeconsequentlywasnotatthattimeconfidedtothecareofanyspecialestablishmentorfreelyavowedasalegitimateinterestinitsownright。
　　Itistruethat，byhistoricalaccident，theuniversityatlargehasgrownoutofprofessionaltraining—schools，primarilyschoolsfortrainingintheology，secondarilyinlawandmedicine。Itisalsotrue，inlikewiseandinlikedegree，thatmodernscienceandscholarshiphavegrownoutofthetechnologyofhandicraftandthetheologicalphilosophyoftheschoolmen。（7*）Butjustasitwouldbeabootlessenterprisetocutmodernsciencebackintohandicrafttechnology，sowoulditbeagratuitousimbecilitytoprunebackthemodernuniversitytothatinchoatephaseofitslife—historyandmakeitagainacorporationforthetrainingoftheologians，juristsanddoctorsofmedicine。Thehistoricalargumentdoesnotenjoinareturntothebeginningofthings，butratheranintelligentappreciationofwhatthingsarecomingto。
　　Thegenesisoftheuniversityatlarge，takenasaninstitutionofcivilizedlife，isanincidentofthetransitionfromthebarbariancultureofthemiddleagestomoderntimes，anditslatergrowthandacquirementofcharacterisanincidentofthefurthergrowthofmoderncivilization;andthecharacterofthislatergrowthoftheuniversityreflectsthebentofmoderncivilization，ascontrastedwiththebarbarianspiritofthingsinthemediaevalspiritualworld。
　　Inageneralway，theplaceoftheuniversityinthecultureofChristendomisstillsubstantiallythesameasithasbeenfromthebeginning。Ideally，andinthepopularapprehension，itis，asithasalwaysbeen，acorporationforthecultivationandcareofthecommunity’shighestaspirationsandideals。ButtheseidealsandaspirationshavechangedsomewhatwiththechangingschemeoftheWesterncivilization;andsotheuniversityhasalsoconcomitantlysochangedincharacter，aimsandidealsastoleaveitstillthecorporateorganofthecommunity’sdominantintellectualinterest。Atthesametime，itistrue，thesechangesinthepurposeandspiritoftheuniversityhavealwaysbeen，andarealwaysbeing，madeonlytardily，reluctantly，concessively，againsttheprotestsofthosewhoarezealousforthecommonplacesofthedaybeforeyesterday。Suchisthecharacterofinstitutionalgrowthandchange;andinitsadaptationtothealteredrequirementsofanalteredschemeofculturetheuniversityhasinthismatterbeensubjecttotheconditionsofinstitutionalgrowthatlarge。Aninstitutionis，afterall，aprevalenthabitofthought，andassuchitissubjecttotheconditionsandlimitationsthatsurroundanychangeinthehabitualframeofmindprevalentinthecommunity。
　　Theuniversityofmedievalandearlymoderntimes，thatistosaythebarbarianuniversity，wasnecessarilygivenovertothepragmatic，utilitariandisciplines，sincethatisthenatureofbarbarism;andthebarbarianuniversityisbutanother，somewhatsublimated，expressionofthesamebarbarianframeofmind。Thebarbariancultureispragmatic，utilitarian，worldlywise，anditslearningpartakesofthesamecomplexion。Thebarbarian，lateorearly，istypicallyanunmitigatedpragmatist;thatisthespiritualtraitthatmostprofoundlymarkshimofffromthesavageontheonehandandfromthecivilizedmanontheotherhand。"Heturnsakeen，untroubledfacehometotheinstantneedofthings。"
　　ThehigheraofbarbarisminEurope，theDarkandMiddleAges，ismarkedofffromwhatwentbeforeandfromwhathasfollowedintheculturalsequence，byahardandfastutilitariananimus。Theall—dominatingspiritualtraitofthosetimesisthatmenthenmadethemeansoflifeitsend。Itisperhapsneedlesstocalltomindthatmuchofthisanimusstillsurvivesinlatercivilizedlife，especiallyinsofarastheschemeofcivilizedlifeisembodiedinthecompetitivesystem。Inthatearliertime，practicalsagacityandtheserviceabilityofanyknowledgeacquired，itsbearingonindividualadvantage，spiritualortemporal，wastherulingconsideration，asneverbeforeorsince。
　　Thebestofmeninthatworldwerenotashamedtoavowthataboundlesssolicitudefortheirownsalvationwastheirworthiestmotiveofconduct，anditisplaininalltheirspeculationsthattheywereunabletoacceptanyothermotiveorsanctionasfinalinanybearing。Saintandsinneralikeknewnohigherrulethanexpediency，forthisworldandthenext。And，forthatmatter，soitstillstandswiththesaintandthesinner，——whomakeupmuchofthecommonplacehumanmaterialinthemoderncommunity;
　　althoughboththesaintandthesinnerinthemoderncommunitycarry，largelybyshamefacedsubreption，aneverincreasingside—lineofotherandmoregenialintereststhathavenomeritinpointofexpediencywhetherforthisworldorthenext。
　　Undertheruleofsuchaculturalidealthecorporationoflearningcouldnotwelltakeanyavowedstandexceptasanestablishmentforutilitarianinstruction，thepracticalexpediencyofwhoseworkwasthesoleoverttestofitscompetency。Andsuchitstillshouldcontinuetobeaccordingtotheavowedaspirationsofthestalercommonplaceelementsinthecommunitytoday。Bysubreption，andbyasophisticatedsubsumptionundersomeostensiblypracticallineofinterestandinquiry，itistrue，theuniversitymenoftheearliertimespentmuchoftheirbestendeavouronmattersofdisinterestedscholarshipthathadnobearingonanyhumanwantmoretothepointthananidlecuriosity;andbyasimilarturnofsubreptionandsophisticationthelaterspokesmenofthebarbarianidealtakemuchcomplacentcreditforthe"triumphsofmodernscience"
　　thathavenothingbutanostensiblebearingonanymatterofpracticalexpediency，andtheylooktotheuniversitiestocontinuethisworkoftheidlecuriosityundersomeplausiblepretextofpracticality。
　　Sotheuniversityofthateraunavoidablycametobeorganizedasamoreorlesscomprehensivefederationofprofessionalschoolsorfacultiesdevotedtosuchbranchesofpracticalknowledgeastherulingutilitarianinterestsofthetimedemanded。Underthisovershadowingbarbariantraditiontheuniversitiesofearlymoderntimesstartedoutasanavowedcontrivanceforindoctrinationinthewaysandmeansofsalvation，spiritualandtemporal，individualandcollective，——
　　insomesortaschoolofengineering，primarilyindivinity，secondarilyinlawandpolitics，andpresentlyinmedicineandalsointheotherprofessionsthatservearecognizedutilitarianinterest。Afterthatfashionofauniversitythatansweredtothismannerofidealsandaspirationshadoncebeeninstalledandgainedasecurefooting，itspatternacquiredadegreeofauthenticityandprescription，sothatlaterseminariesoflearningcameunquestioninglytobeorganizedonthesamelines;
　　andfurtherchangesofacademicpolicyandpractice，suchasaredemandedbythelatergrowthofculturalinterestsandideals，havebeenmadeonlyreluctantlyandwithasuspiciousreserve，graduallyandbyacircuitoussophistication;sothatmuchofthenon—utilitarianscientificandscholarlyworkindispensabletotheuniversity’ssurvivalundermodernconditionsisstillscheduledunderthefacultiesoflawormedicine，orevenofdivinity。
　　Butthehumanpropensityforinquiryintothings，irrespectiveofuseorexpediency，insinuateditselfamongtheexpositorsofworldlywisdomfromtheoutset;andfromthefirstthisquestofidlelearninghassoughtshelterintheuniversityastheonlyestablishmentinwhichitcouldfindadomicile，evenonsufferance，andsocouldachievethatfootingofconsecutiveintellectualenterpriserunningthroughsuccessivegenerationsofscholarswhichisaboveallelseindispensabletotheadvancementofknowledge。Underther間imeofunmitigatedpragmaticaimsthatruledtheearlierdaysoftheEuropeanuniversities，thispursuitofknowledgeforitsownsakewascarriedonasaworkofscholarlysupererogationbymenwhoseostensiblysoleoccupationwasthepromulgationofsomeaccreditedlineofsalutaryinformation。Frequentlyithadtobecarriedonundersomecolourablemasqueradeofpracticality。Andyetsopersistenthasthespiritofidlecuriosityprovedtobe，andsoconsonantwiththelong—termdemandsevenofthelaity，thatthedissimulationandsmuggling—inofdisinterestedlearninghasgoneonevermoreopenlyandataneverincreasingrateofgain;untilintheend，theattentiongiventoscholarshipandthenon—utilitariansciencesintheseestablishmentshascomefartoexceedthatgiventothepracticaldisciplinesforwhichtheseveralfacultieswereoriginallyinstalled。Astimehaspassedandassuccessiveculturalmutationshavepassedoverthecommunity，shiftingthecentreofinterestandbringingnewidealsofscholarship，andbringingthewholeculturalfabricnearertoitsmoderncomplexion，thosepurposesofcrassexpediencythatwereofsuchgreatmomentandweresomuchamatterofcourseinearlieracademicpolicy，haveinsensiblyfallentotherankofincidentals。Andwhathadoncebeenincidental，orevenanobjectofsurreptitioustoleranceintheuniversity，remainstodayastheonlyunequivocaldutyofthecorporationoflearning，andstandsoutastheonecharacteristictraitwithoutwhichnoestablishmentcanclaimrankasauniversity。
　　Philosophy——theavowedbodyoftheoreticalscienceinthelatemedievaltime——hadgrownoutoftheschoolmen’sspeculationsintheology，beinginpointofderivationabodyofrefinementsonthedivineschemeofsalvation;andwithaviewtoquiettitle，andtomakemanifesttheirdevotiontothegreatergoodofeschatologicalexpediency，thoseingeniousspeculatorswerecontenttoproclaimthattheirphilosophyisthehandmaidoftheology——Philosophiatheologiaeancillans。Buttheirphilosophyhasfallenintothealembicoftheidlecuriosityandhasgivenrisetoabodyofmodernscience，godlessandunpractical，thathasnointendedorevenostensiblebearingonthereligiousfortunesofmankind;andtheirsanctimoniousmaximwouldtodaybebetteracceptedasthesubjectofalimerickthanofahomily。Exceptindegree，thefortunesofthetemporalpragmaticdisciplines，inLawandMedicine，havebeenmuchthesameasthatoftheireldersister，Theology。Professionalismandpracticalserviceabilityhavebeengraduallycrowdedintothebackgroundofacademicinterestsandoverlaidwithquasi—utilitarianresearch——suchasthehistoryofjurisprudence，comparativephysiology，andthelike。Theyhaveinfactlargelybeeneliminated。（8*）
　　Andchangesrunningtothiseffecthavegonefarthestandhavetakenmostconsistenteffectinthosecommunitiesthataremostfullyimbuedwiththespiritofthemodernpeaceablecivilization。Itisinthemorebackwardcommunitiesandschoolsthatthebarbariananimusofutilitarianismstillmaintainsitselfmostnearlyintact，whetherittouchesmattersoftemporalorofspiritualinterest。Withthelateradvanceofculture，astheintellectualinteresthasgraduallydisplacedtheolderidealsinmen’sesteem，andbarringareactionaryepisodehereandthere，theuniversityhasprogressivelycometotakeitsplaceasaseatofthehigherlearning，acorporationforthepursuitofknowledge;andbarringaccidentalreversions，ithasincreasinglyasserteditselfasanimperativenecessity，moreandmoreconsistently，thatthespiritofdisinterestedinquirymusthavefreeplayintheseseminariesofthehigherlearning，withoutafterthoughtastothepracticalorutilitarianconsequenceswhichthisfreeinquirymayconceivablyhavefortheprofessionaltrainingorforthesocial，civilorreligioustemperofthestudentsortherestofthecommunity。Nothingisfelttobesoirremediablyviciousinacademicpolicyasacoercivebias，religious，political，conventionalorprofessional，insofarasittouchesthatquestofknowledgethatconstitutesthemaininterestoftheuniversity。
　　Professionaltrainingandtechnologicalworkatlargehaveofcoursenotlostground，eitherinthevolumeandtherigouroftheirrequirementsorintheapplicationbestowedintheirpursuit;butaswithinthecircleofacademicinterests，theseutilitariandisciplineshavelosttheirpreferentialplaceandhavebeenpushedtooneside;sothattheprofessionalandtechnicalschoolsarenowinfactratedasadjunctsratherthanasintegralconstituentsoftheuniversitycorporation。Suchistheunmistakablesenseofthismatteramongacademicmen。Atthesametimethesevocationalschoolshave，onewithanother，progressivelytakenonmoreofadistinctive，independentandclose—knitstructure;anindividualcorporateexistence，autonomousandacademicallyself—sufficient，eveninthosecaseswheretheymosttenaciouslyholdtotheirformalconnectionwiththeuniversitycorporation。Theyhavereachedamaturephaseoforganization，developedatypeofpersonnelandcontrolpeculiartothemselvesandtheirspecialneeds，andhaveineffectcomeoutfromunderthetutelageofthecomprehensiveacademicorganizationofwhichtheyonceintheirearlydayswerethesubstantialcore。Theseschoolshavemoreincommonamongthemselvesasaclassthantheirclasshavewiththeacademicaimsandmethodsthatcharacterizetheuniversityproper。Theyareinfactreadyandcompetenttogoontheirownrecognizances，——indeedtheycommonlyresentanyeffectiveinterferenceorsurveillancefromthesideoftheacademiccorporationofwhichtheynominallycontinuetobemembers，andinsistongoingtheirownwayandarrangingtheirownaffairsastheyknowbest。Theirconnectionwiththeuniversityissuperficialandformalatthebest，sofarasregardsanysubstantialcontroloftheiraffairsandpolicybytheuniversityauthoritiesatlarge;itisonlyintheirinterferencewithacademicpolicy，andininjectingtheirownpeculiarbiasintouniversityaffairs，thattheycountsubstantiallyascorporatemembersoftheacademicbody。Andintheserespects，whatissaidoftheprofessionalandtechnicalschoolsholdstruealsooftheundergraduatedepartments。
　　Itisquitefeasibletohaveauniversitywithoutprofessionalschoolsandwithoutanundergraduatedepartment;butitisnotpossibletohaveonewithoutdueprovisionforthatnon—utilitarianhigherlearningaboutwhichasanucleustheseutilitariandisciplinescluster。Andthisinspiteofthesolicitousendeavoursoftheprofessionalschoolstomakegoodtheirfootingasthesubstantialcoreofthecorporation。
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　　Asintimatedabove，therearetwomainreasonsforthecontinuedandtenaciousconnectionbetweentheseschoolsandtheuniversities:（a）ancienttradition，fortifiedbythesolicitousambitionoftheuniversitydirectoratetomakeabraveshowofmagnitude，and（b）theanxietyoftheseschoolstosecuresomedegreeofscholarlyauthenticationthroughsuchaformalconnectionwithaseatoflearning。Thesetwomotiveshavenowandagainpushedmattersfairlytoanextremeinthereactionarydirection。So，forinstance，thechancesofintrigueandextra—academicclamourhavelatterlythrownupcertainmenofuntempered"practicality"asdirectiveheadsofcertainuniversities，andsomeofthesehavegonesofarastoavowareactionaryintentiontomakethemodernuniversityaclusterofprofessionalschoolsorfaculties，aftertheancientbarbarianfashion。（9*）Butsuchapolicyofreturntothelostcruditiesisunworkableinthelongrunundermodernconditions。Itmayserveexcellentlyasatransientexpedientinacampaignofpopularity，andsuchappearstohavebeenitschiefpurposewhereamoveofthiskindhasbeenadvocated，butitrunsonsuperficialgroundsandcanaffordneitherhopenorfearofapermanentdiversioninthedirectionsospokenfor。
　　Inthemoderncommunity，underthestrainofthepricesystemandthenecessitiesofcompetitiveearningandspending，manymenandwomenaredrivenbyanhabitualbiasinfavourofahigher"practical"efficiencyinallmattersofeducation;thatistosay，amoresingle—mindeddevotiontotheneedsofearningandspending。Thereis，indeed，muchofthisspiritabroadinthecommunity，andanycandidateforpopularfavourandprestigemayfindhisownadvantageinconciliatingpopularsentimentofthiskind。Butthereisatthesametimeequallyprevalentthroughthecommunityalong—termbiasofanotherkind，suchaswillnotenduringlytoleratethesordideffectsofpursuinganeducationalpolicythatlooksmainlytothemainchance，andunreservedlymakesthemeansoflifeitschiefend。Byvirtueofthislong—termidealisticdrift，anyseminaryoflearningthatplaysfastandlooseinthiswaywiththeculturalinterestsentrustedtoitskeepinglosescasteandfallsoutoftherunning。Theuniversitiesthataresubjectedinthisfashiontoanexperimentalreversiontovocationalism，itappears，willunavoidablyreturnpresentlytosomethingofthenon—professionaltype，onpainoffallingintohopelessdiscredit。Therehavebeensomestrikinginstances，butcurrentnotionsofdelicacywillscarcelyadmitacitationofnamesanddates。Andwhilethelong—termdriftofthemodernidealisticbiasmaynotpermittheuniversitiespermanentlytobedivertedtotheserviceofMammoninthisfashion，yettheunremittingendeavoursof"educators"
　　seekingprestigeforworldlywisdomresultsatthebestinafluctuatingstateofcompromise，inwhichtheilleffectsofsuchbidsforpopularityarecontinuallybeingoutwornbythedriftofacademicusage。
　　ThepointisillustratedbytheAmericanstateuniversitiesasaclass，althoughtheillustrationisbynomeansuniformlyconvincing。Thegreaternumberofthesestateschoolsarenot，orarenotyet，universitiesexceptinname。Theseestablishmentshavebeenfounded，commonly，withaprofessedutilitarianpurpose，andhavestartedoutwithprofessionaltrainingastheirchiefavowedaim。Thepurposemademostofintheirestablishmenthascommonlybeentotrainyoungmenforproficiencyinsomegainfuloccupation;alongwiththishavegonemanyhalf—articulateprofessionsofsolicitudeforculturalintereststobetakencareofbythesamemeans。Theyhavebeeninstalledbypoliticianslookingforpopularacclaim，ratherthanbymenofscholarlyorscientificinsight，andtheirmanagementhasnotinfrequentlybeenentrustedtopoliticalmastersofintrigue，withscantacademicqualifications;theirfoundationshasbeentheworkofpracticalpoliticianswithaviewtoconciliatethegoodwillofalayconstituencyclamouringforthingstangibly"useful"——thatistosay，pecuniarilygainful。Sotheseexpertsinshort—termpoliticalprestigehavemadeprovisionforschoolsofa"practical"character;buttheyhavenamedtheseestablishments"universities"becausethenamecarriesanairofscholarlyrepute，ofahigher，moresubstantialkindthananynakedavowalofmaterialpracticalitywouldgive。Yet，inthoseinstanceswherethepassageoftimehasallowedthereadjustmenttotakeplace，thesequasi—"universities，"installedbymenofaffairs，ofacrass"practicality，"andinresponsetotheutilitariandemandsofanunlearnedpoliticalconstituency，haveinthelongruntakenonmoreandmoreofanacademic，non—utilitariancharacter，andhavebeengraduallyfallingintolineasuniversitiesclaimingaplaceamongtheseminariesofthehigherlearning。Thelong—termdriftofmodernculturalidealsleavestheseschoolsnofinalrestingplaceshortoftheuniversitytype，howeverfarshortofsuchaconsummationthegreaternumberofthemmaystillbefound。
　　Whathasjustbeensaidoftheplacewhichtheuniversityoccupiesinmoderncivilization，andmoreparticularlyofthemannerinwhichitistofillitsplace，mayseemsomethingofafancysketch。Itisassuredlynotafaithfuldescriptionofanyconcretecase，byallmeansnotofanygivenAmericanuniversity;
　　nordoesitfaithfullydescribethelineofpolicycurrentlypursuedbythedirectorateofanysuchestablishment。Yetitistruetothefacts，takeninageneralizedway，anditdescribesthetypetowhichtheAmericanschoolsunavoidablygravitatebyforceofthecommunity’slong—termidealisticimpulsion，insofarastheirdriftisnotcontinuallycorrectedandoffsetbyvigilantauthoritieswho，frommotivesoftheirown，seektoturntheuniversitiestoaccountinonewayandanother。Itdescribesaninstitutionalideal;notnecessarilyanidealnursedbyanygivenindividual，buttheideallogicallyinvolvedintheschemeofmoderncivilization，andlogicallycomingoutofthehistoricaldevelopmentofWesterncivilizationhitherto，andvisibletoanyonewhowilldispassionatelystandasideandlooktothedriftoflatterdayeventsinsofarastheybearonthismatterofthehigherlearning，itsadvancementandconservation。
　　Manyifnotmostofthosemenwhoareoccupiedwiththeguidanceofuniversityaffairswoulddisownsuchaprojectedideal，asbeingtoonarrowandtoounpracticaltofitintothemodernschemeofthings，whichisaboveallelseacultureofaffairs;thatitdoesnotsetforthwhatshouldbeaimedatbyanywhohavethegoodofmankindatheart，orwhoinanysensibledegreeappreciatetheworthofrealworkascontrastedwiththeleisurelyintellectualfinesseoftheconfirmedscientistandmanofletters。Theseandthelikeobjectionsandstricturesmaybewelltaken，perhaps。Thequestionofwhat，inanyulteriorsense，oughttobesoughtafterinthedeterminationofacademicpolicyandtheconductofacademicaffairswill，however，notcoincidewiththeotherquestion，astowhatactuallyisbeingaccomplishedinthesepremises，ontheonehand，norastowhatthelong—termculturalaspirationsofcivilizedmenaresettingtoward，ontheotherhand。
　　Now，itisnotintendedheretoarguethemeritsofthecurrentculturalidealsascontrastedwithwhat，insomeulteriorsense，oughttobeaimedatifthedriftofcurrentaspirationsandimpulseshouldconceivablypermitadifferentidealtobeputintoeffect。Itisintendedonlytosetforthwhatplace，inpointoffactandforbetterorworse，thehigherlearningandtheuniversityholdinthecurrentschemeofWesterncivilization，asdeterminedbythatbodyofinstinctiveaspirationsandproclivitiesthatholdsthiscivilizationtoitscourseasitrunstoday;andfurthertoshowhowandhowfarcertaininstitutionalfactorscomprisedinthismodernschemeoflifegotohelporhindertherealizationofthisidealwhichmen’saspirationsandproclivitiessomakeworthwhiletothem。
　　Thesketchhereofferedincharacterizationoftheuniversityanditswork，therefore，endeavourstotakeaccountofthecommunity’sconsensusofimpulsesanddesirestouchingtheanimusandaimsthatshouldmovetheseminariesofthehigherlearning，atthesametimethatitexcludesthosesubsidiaryoralieninterestsinwhosefavournosuchconsensusisfoundtoprevail。
　　Therearemanyoftheseworkdayinterests，extraneoustothehigherlearning，eachandseveralofwhichmaybeabundantlygoodandurgentinitsownright;but，whiletheyneednotbeatcrosspurposeswiththehigherlearning，theyareextraneoustothatdisinterestedpursuitofknowledgeinwhichthecharacteristicintellectualbentofmoderncivilizationculminates。Theseothersarepatent，insistentandpalpable，andthereneedbenoapprehensionoftheirgoingbydefault。Theintellectualpredilection——theidlecuriosity——abidesandassertsitselfwhenotherpursuitsofamoretemporalbutmoreimmediatelyurgentkindleavemenfreetotakestockoftheulteriorendsandvaluesoflife;whereasthetransientinterests，preoccupationwiththewaysandmeansoflife，areurgentandimmediate，andemploymen’sthoughtandenergythroughthegreatershareoftheirlife。Thequestionofmaterialwaysandmeans，andthedetailrequirementsoftheday’swork，areforeverathandandforevercontesttheclaimsofanyavowedulteriorend;andbyforceofunremittinghabituationthecurrentcompetitivesystemofacquisitionandexpenditureinducesinallclassessuchabiasasleadsthemtooverratewaysandmeansascontrastedwiththeendswhichthesewaysandmeansareinsomesensedesignedtoserve。
　　So，oneclassandanother，biassedbythehabitualpreoccupationoftheclass，willaimtodiverttheacademicequipmenttosomeparticularusewhichhabithasledthemtoratehigh;ortoincludeintheacademicdisciplinevariouslinesofinquiryandtrainingwhichareextraneoustothehigherlearningbutwhichtheclassinquestionmayspeciallyhaveatheart;buttakingthemonewithanother，thereisnogeneralorabidingconsensusamongthevariousclassesofthecommunityinfavourofdivertingtheacademicestablishmenttoanyotherspecificuses，orofincludinginthepeculiarworkoftheuniversityanythingbeyondthepursuitofknowledgeforitsownsake。
　　Now，itmayberemarkedbytheway，thatcivilizedmankindshouldhavecomesotosettheirheartonthischaseafterafugitiveknowledgeofinconsequentialfactsmaybelittletothecreditoftheraceorofthatschemeofculturethatsocentresaboutthiscultoftheidlecuriosity。Anditisperhapstotheircredit，aswellastothecreditofthecommunitywhosecreaturestheyare，thatthespokesmenofsometangibleideal，somemateriallyexpedientaspiration，embodyingmoreofworldlywisdom，areforeverurgingupontheinstitutionsofthehigherleaningoneoranothercourseofactionofamorepalpablyexpedientkind。But，forbetterorworse，thepassageoftimebringsoutthefactthatthesesoberandsensiblecoursesofpolicysoadvocatedareafterallessentiallyextraneous，ifnotalien，tothosepurposesforwhichauniversitycanbemaintained，onthegroundaffordedbythehabitsofthoughtprevalentinthemoderncivilizedcommunity。
　　Oneandanotherofthese"practical"andexpedientinterestshavetransientlycometothefrontinacademicpolicy，andhaveintheirtimegivenaparticularbenttothepursuitofknowledgethathasoccupiedtheuniversities。Oftheseextraneousintereststhetwomostnotablehave，asalreadyindicatedabove，beentheecclesiasticalandthepolitical。Butinthelongrunthesevariousinterestsandidealsofexpediencyhave，allandseveral，shownthemselvestobeonlyfactionalelementsintheschemeofculture，andhavelosttheirpreferentialvoiceintheshapingofacademiclife。Theplaceinmen’sesteemoncefilledbychurchandstateisnowheldbypecuniarytraffic，businessenterprise。
　　Sothatthegraverissuesofacademicpolicywhichnowtaxthediscretionofthedirectivepowers，reducethemselvesinthemaintoaquestionbetweentheclaimsofscienceandscholarshipontheonehandandthoseofbusinessprinciplesandpecuniarygainontheotherhand。Inoneshapeoranotherthisproblemofadjustment，reconciliationorcompromisebetweentheneedsofthehigherlearningandthedemandsofbusinessenterpriseisforeverpresentinthedeliberationsoftheuniversitydirectorate。
　　Thisquestiongathersinitsnetallthoseperplexingdetailsofexpediencythatnowclaimtheattentionoftherulingbodies。
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　　SincetheparagraphsthatmakeuptheforegoingchapterwerewrittentheAmericanacademiccommunityhasbeenthrownintoanewandpeculiarpositionbythefortunesofwar。Theprogressandthefurtherpromiseofthewarholdinprospectnewanduntriedresponsibilities，aswellasanunexampledopportunity。
　　Sothattheoutlooknow（June1918）wouldseemtobethattheAmericansaretobebroughtintoacentralplaceintherepublicoflearning;totakeaposition，notsomuchofdominanceasoftrustandguardianship;notsomuchbyvirtueoftheirownsuperiormeritasbyforceoftheinsolvencyoftheEuropeanacademiccommunity。
　　Again，itisnotthatthewarisexpectedtoleavethelinesofEuropeanscholarsandscientistsextinct;althoughthereisnodenyingtheseriousinroadsmadebythewar，bothinthewayofahighmortalityamongEuropeanmenoflearning，andinthewayofadecimationofthenewmenonwhomthehopesofthehigherlearningfortheincominggenerationshouldhaverested。Thereisalsoaseriousdiversionoftheyoungforcesfromlearningtotransientlyurgentmattersofamorematerial，andmoreephemeralnature。Butpossiblymoresinisterthanalltheselossesthatareinawayamenabletostatisticalrecordandestimate，isthecurrentandprospectivelossofmorale。
　　Naturally，itwouldbedifficultandhazardoustoofferanappraisalofthisprospectivelossofmorale，withwhichitistobeexpectedthatthedisintegratedEuropeancommunityoflearnedmenwillcomethroughthetroubledtimes。Butthatthereismuchtobelookedforonthisscore，thatthereismuchtobewrittenoffinthewayofloweredaggregateefficiencyandlossofthespiritofteam—work，——thatmuchthereisnodenying，anditisuselesstoblinkthefact。
　　TherehasalreadyagooddealofdisillusionmenttakeneffectthroughoutthenationsofChristendominrespectofthetemperandtrustworthinessofGermanscholarshipthesepastthreeorfouryears，anditisfairlybeyondcomputationwhatfurthershiftofsentimentinthisrespectistobelookedforinthecourseofafurtherPossibleperiodofyearsgivenovertothesamelineofexperience。Doubtless，theGermanscholars，andthereforetheGermanseatsoflearningwhosecreaturesandwhosecustodianstheseGermanscholarsare，haveearnedmuchofthedistrustanddispraisethatisfallingtotheirshare。Thereisnooverlookingthefactthattheyhaveprovedthefrailtyoftheirholdonthoseelementaryprinciplesofsobrietyandsinglemindthatunderlieallsoundworkinthefieldoflearning。Toanyonewhohastheinterestofthehigherlearningatheart，thespectacleofmaudlinchauvinismandinflatedscurrilityunremittinglyplacedonviewbytheputativeleadersofGermanscienceandscholarshipcannotbutbeexceedinglydisheartening。