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。
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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。