So，also，allknowledgewhichisusefulasevidenceofleisure，otherthanvicariousleisure，isscarcelyfeminine。
　　Foranappreciationoftherelationwhichthesehigherseminariesoflearningbeartotheeconomiclifeofthecommunity，thephenomenawhichhavebeenreviewedareofimportanceratherasindicationsofageneralattitudethanasbeinginthemselvesfactsoffirst-rateeconomicconsequence。
　　Theygotoshowwhatistheinstinctiveattitudeandanimusofthelearnedclasstowardsthelifeprocessofanindustrialcommunity。Theyserveasanexponentofthestageofdevelopment，fortheindustrialpurpose，attainedbythehigherlearningandbythelearnedclass，andsotheyaffordanindicationastowhatmayfairlybelookedforfromthisclassatpointswherethelearningandthelifeoftheclassbearmoreimmediatelyupontheeconomiclifeandefficiencyofthecommunity，andupontheadjustmentofitsschemeoflifetotherequirementsofthetime。
　　Whattheseritualisticsurvivalsgotoindicateisaprevalenceofconservatism，ifnotofreactionarysentiment，especiallyamongthehigherschoolswheretheconventionallearningiscultivated。
　　Totheseindicationsofaconservativeattitudeistobeaddedanothercharacteristicwhichgoesinthesamedirection，butwhichisasymptomofgraverconsequencethatthisplayfulinclinationtotrivialitiesofformandritual。ByfarthegreaternumberofAmericancollegesanduniversities，forinstance，areaffiliatedtosomereligiousdenominationandaresomewhatgiventodevoutobservances。Theirputativefamiliaritywithscientificmethodsandthescientificpointofviewshouldpresumablyexemptthefacultiesoftheseschoolsfromanimistichabitsofthought；butthereisstillaconsiderableproportionofthemwhoprofessanattachmenttotheanthropomorphicbeliefsandobservancesofanearlierculture。Theseprofessionsofdevotionalzealare，nodoubt，toagoodextentexpedientandperfunctory，bothonthepartoftheschoolsintheircorporatecapacity，andonthepartoftheindividualmembersofthecorpsofinstructors；butitcannotbedoubtedthatthereisafterallaveryappreciableelementofanthropomorphicsentimentpresentinthehigherschools。Sofarasthisisthecaseitmustbesetdownastheexpressionofanarchaic，animistichabitofmind。
　　Thishabitofmindmustnecessarilyassertitselftosomeextentintheinstructionoffered，andtothisextentitsinfluenceinshapingthehabitsofthoughtofthestudentmakesforconservatismandreversion；itactstohinderhisdevelopmentinthedirectionofmatter-of-factknowledge，suchasbestservestheendsofindustry。
　　Thecollegesports，whichhavesogreatavogueinthereputableseminariesoflearningtoday，tendinasimilardirection；and，indeed，sportshavemuchincommonwiththedevoutattitudeofthecolleges，bothasregardstheirpsychologicalbasisandasregardstheirdisciplinaryeffect。Butthisexpressionofthebarbariantemperamentistobecreditedprimarilytothebodyofstudents，ratherthantothetemperoftheschoolsassuch；exceptinsofarasthecollegesorthecollegeofficials——assometimeshappens——activelycountenanceandfosterthegrowthofsports。Thelikeistrueofcollegefraternitiesasofcollegesports，butwithadifference。Thelatterarechieflyanexpressionofthepredatoryimpulsesimply；
　　theformeraremorespecificallyanexpressionofthatheritageofclannishnesswhichissolargeafeatureinthetemperamentofthepredatorybarbarian。Itisalsonoticeablethatacloserelationsubsistsbetweenthefraternitiesandthesportingactivityoftheschools。Afterwhathasalreadybeensaidinanearlierchapteronthesportingandgamblinghabit，itisscarcelynecessaryfurthertodiscusstheeconomicvalueofthistraininginsportsandinfactionalorganizationandactivity。
　　Butallthesefeaturesoftheschemeoflifeofthelearnedclass，andoftheestablishmentsdedicatedtotheconservationofthehigherlearning，areinagreatmeasureincidentalonly。Theyarescarcelytobeaccountedorganicelementsoftheprofessedworkofresearchandinstructionfortheostensiblepursuitofwhichtheschoolsexists。Butthesesymptomaticindicationsgotoestablishapresumptionastothecharacteroftheworkperformed——asseenfromtheeconomicpointofview——andastothebentwhichtheseriousworkcarriedonundertheirauspicesgivestotheyouthwhoresorttotheschools。Thepresumptionraisedbytheconsiderationsalreadyofferedisthatintheirworkalso，aswellasintheirceremonial，thehigherschoolsmaybeexpectedtotakeaconservativeposition；butthispresumptionmustbecheckedbyacomparisonoftheeconomiccharacteroftheworkactuallyperformed，andbysomethingofasurveyofthelearningwhoseconservationisintrustedtothehigherschools。Onthishead，itiswellknownthattheaccreditedseminariesoflearninghave，untilarecentdate，heldaconservativeposition。Theyhavetakenanattitudeofdepreciationtowardsallinnovations。
　　Asageneralruleanewpointofvieworanewformulationofknowledgehavebeencountenancedandtakenupwithintheschoolsonlyafterthesenewthingshavemadetheirwayoutsideoftheschools。Asexceptionsfromthisrulearechieflytobementionedinnovationsofaninconspicuouskindanddepartureswhichdonotbearinanytangiblewayupontheconventionalpointofvieworupontheconventionalschemeoflife；as，forinstance，detailsoffactinthemathematico-physicalsciences，andnewreadingsandinterpretationsoftheclassics，especiallysuchashaveaphilologicalorliterarybearingonly。Exceptwithinthedomainofthe“humanities“，inthenarrowsense，andexceptsofarasthetraditionalpointofviewofthehumanitieshasbeenleftintactbytheinnovators，ithasgenerallyheldtruethattheaccreditedlearnedclassandtheseminariesofthehigherlearninghavelookedaskanceatallinnovation。Newviews，newdeparturesinscientifictheory，especiallyinnewdepartureswhichtouchthetheoryofhumanrelationsatanypoint，havefoundaplaceintheschemeoftheuniversitytardilyandbyareluctanttolerance，ratherthanbyacordialwelcome；andthemenwhohaveoccupiedthemselveswithsucheffortstowidenthescopeofhumanknowledgehavenotcommonlybeenwellreceivedbytheirlearnedcontemporaries。Thehigherschoolshavenotcommonlygiventheircountenancetoaseriousadvanceinthemethodsorthecontentofknowledgeuntiltheinnovationshaveoutlivedtheiryouthandmuchoftheirusefulness——aftertheyhavebecomecommonplacesoftheintellectualfurnitureofanewgenerationwhichhasgrownupunder，andhashaditshabitsofthoughtshapedby，thenew，extra-scholasticbodyofknowledgeandthenewstandpoint。Thisistrueoftherecentpast。Howfaritmaybetrueoftheimmediatepresentitwouldbehazardoustosay，foritisimpossibletoseepresent-dayfactsinsuchperspectiveastogetafairconceptionoftheirrelativeproportions。
　　Sofar，nothinghasbeensaidoftheMaecenasfunctionofthewell-to-do，whichishabituallydweltonatsomelengthbywritersandspeakerswhotreatofthedevelopmentofcultureandofsocialstructure。Thisleisure-classfunctionisnotwithoutanimportantbearingonthehigherandonthespreadofknowledgeandculture。Themannerandthedegreeinwhichtheclassfurtherslearningthroughpatronageofthiskindissufficientlyfamiliar。Ithasbeenfrequentlypresentedinaffectionateandeffectivetermsbyspokesmenwhosefamiliaritywiththetopicfitsthemtobringhometotheirhearerstheprofoundsignificanceofthisculturalfactor。Thesespokesmen，however，havepresentedthematterfromthepointofviewoftheculturalinterest，oroftheinterestofreputability，ratherthanfromthatoftheeconomicinterest。Asapprehendedfromtheeconomicpointofview，andvaluedforthepurposeofindustrialserviceability，thisfunctionofthewell-to-do，aswellastheintellectualattitudeofmembersofthewell-to-doclass，meritssomeattentionandwillbearillustration。
　　BywayofcharacterizationoftheMaecenasrelation，itistobenotedthat，consideredexternally，asaneconomicorindustrialrelationsimply，itisarelationofstatus。Thescholarunderthepatronageperformsthedutiesofalearnedlifevicariouslyforhispatron，towhomacertainreputeinuresafterthemannerofthegoodreputeimputedtoamasterforwhomanyformofvicariousleisureisperformed。Itisalsotobenotedthat，inpointofhistoricalfact，thefurtheranceoflearningorthemaintenanceofscholarlyactivitythroughtheMaecenasrelationhasmostcommonlybeenafurtheranceofproficiencyinclassicalloreorinthehumanities。Theknowledgetendstolowerratherthantoheightentheindustrialefficiencyofthecommunity。
　　Further，asregardsthedirectparticipationofthemembersoftheleisureclassinthefurtheranceofknowledge，thecanonsofreputablelivingacttothrowsuchintellectualinterestasseeksexpressionamongtheclassonthesideofclassicalandformalerudition，ratherthanonthesideofthesciencesthatbearsomerelationtothecommunity’sindustriallife。Themostfrequentexcursionsintootherthanclassicalfieldsofknowledgeonthepartofmembersoftheleisureclassaremadeintothedisciplineoflawandthepolitical，andmoreespeciallytheadministrative，sciences。Theseso-calledsciencesaresubstantiallybodiesofmaximsofexpediencyforguidanceintheleisure-classofficeofgovernment，asconductedonaproprietarybasis。Theinterestwithwhichthisdisciplineisapproachedisthereforenotcommonlytheintellectualorcognitiveinterestsimply。Itislargelythepracticalinterestoftheexigenciesofthatrelationofmasteryinwhichthemembersoftheclassareplaced。Inpointofderivation，theofficeofgovernmentisapredatoryfunction，pertainingintegrallytothearchaicleisure-classschemeoflife。Itisanexerciseofcontrolandcoercionoverthepopulationfromwhichtheclassdrawsitssustenance。Thisdiscipline，aswellastheincidentsofpracticewhichgiveititscontent，thereforehassomeattractionfortheclassapartfromallquestionsofcognition。Allthisholdstruewhereverandsolongasthegovernmentalofficecontinues，informorinsubstance，tobeaproprietaryoffice；anditholdstruebeyondthatlimit，insofarasthetraditionofthemorearchaicphaseofgovernmentalevolutionhaslastedonintothelaterlifeofthosemoderncommunitiesforwhomproprietarygovernmentbyaleisureclassisnowbeginningtopassaway。
　　Forthatfieldoflearningwithinwhichthecognitiveorintellectualinterestisdominant——thesciencesproperlysocalled——thecaseissomewhatdifferent，notonlyasregardstheattitudeoftheleisureclass，butasregardsthewholedriftofthepecuniaryculture。Knowledgeforitsownsake，theexerciseofthefacultyofcomprehensivewithoutulteriorpurpose，should，itmightbeexpected，besoughtbymenwhomnourgentmaterialinterestdivertsfromsuchaquest。Theshelteredindustrialpositionoftheleisureclassshouldgivefreeplaytothecognitiveinterestinmembersofthisclass，andweshouldconsequentlyhave，asmanywritersconfidentlyfindthatwedohave，averylargeproportionofscholars，scientists，savantsderivedfromthisclassandderivingtheirincentivetoscientificinvestigationandspeculationfromthedisciplineofalifeofleisure。Somesuchresultistobelookedfor，buttherearefeaturesoftheleisure-classschemeoflife，alreadysufficientlydweltupon，whichgotodiverttheintellectualinterestofthisclasstoothersubjectsthanthatcausalsequenceinphenomenawhichmakesthecontentofthesciences。
　　Thehabitsofthoughtwhichcharacterizethelifeoftheclassrunonthepersonalrelationofdominance，andonthederivative，invidiousconceptsofhonor，worth，merit，character，andthelike。Thecasualsequencewhichmakesupthesubjectmatterofscienceisnotvisiblefromthispointofview。Neitherdoesgoodreputeattachtoknowledgeoffactsthatarevulgarlyuseful。
　　Henceitshouldappearprobablethattheinterestoftheinvidiouscomparisonwithrespecttopecuniaryorotherhonorificmeritshouldoccupytheattentionoftheleisureclass，totheneglectofthecognitiveinterest。Wherethislatterinterestassertsitselfitshouldcommonlybedivertedtofieldsofspeculationorinvestigationwhicharereputableandfutile，ratherthantothequestofscientificknowledge。Suchindeedhasbeenthehistoryofpriestlyandleisure-classlearningsolongasnoconsiderablebodyofsystematizedknowledgehadbeenintrudedintothescholasticdisciplinefromanextra-scholasticsource。Butsincetherelationofmasteryandsubservienceisceasingtobethedominantandformativefactorinthecommunity’slifeprocess，otherfeaturesofthelifeprocessandotherpointsofviewareforcingthemselvesuponthescholars。
　　Thetrue-bredgentlemanofleisureshould，anddoes，seetheworldfromthepointofviewofthepersonalrelation；andthecognitiveinterest，sofarasitassertsitselfinhim，shouldseektosystematizephenomenaonthisbasis。Suchindeedisthecasewiththegentlemanoftheoldschool，inwhomtheleisure-classidealshavesufferednodisintegration；andsuchistheattitudeofhislatter-daydescendant，insofarashehasfallenheirtothefullcomplementofupper-classvirtues。Butthewaysofheredityaredevious，andnoteverygentleman’ssonistothemanorborn。Especiallyisthetransmissionofthehabitsofthoughtwhichcharacterizethepredatorymastersomewhatprecariousinthecaseofalineofdescentinwhichbutoneortwoofthelateststepshavelainwithintheleisure-classdiscipline。Thechancesofoccurrenceofastrongcongenitaloracquiredbenttowardstheexerciseofthecognitiveaptitudesareapparentlybestinthosemembersoftheleisureclasswhoareoflowerclassormiddleclassantecedents——thatistosay，thosewhohaveinheritedthecomplementofaptitudespropertotheindustriousclasses，andwhoowetheirplaceintheleisureclasstothepossessionofqualitieswhichcountformoretodaythantheydidinthetimeswhentheleisure-classschemeoflifetookshape。Butevenoutsidetherangeoftheselateraccessionstotheleisureclassthereareanappreciablenumberofindividualsinwhomtheinvidiousinterestisnotsufficientlydominanttoshapetheirtheoreticalviews，andinwhomtheproclivitytotheoryissufficientlystrongtoleadthemintothescientificquest。