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。
V
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。
VI
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。