II
　　Butnotoriousfactsmakethismuchplain，thatcivilizedmankindlookstothisquestofmatter—of—factknowledgeasitsmostsubstantialassetanditsmostvaluedachievement，——insofarasanyconsensusofappreciationorofaspirationsistobefoundamongcivilizedmankind;andthereisnosimilarconsensusbearingonanyotherfeatureofthatschemeoflifethatcharacterizesmoderncivilization。Itissimilarlybeyonddisputethatmenlooktothemodernsystemofschoolsandrelatedestablishmentsoflearningforthefurtheranceandconservationofthisintellectualenterprise。Andamongthevariousitemsofthisequipmentthemodernuniversityis，bytradition，morecloselyidentifiedwiththequestofknowledgethananyother。Itstandsinauniqueandpeculiarlyintimaterelationtothisintellectualenterprise。Atleastsuchisthecurrentapprehensionoftheuniversity’swork。Theuniversityistheonlyacceptedinstitutionofthemoderncultureonwhichthequestofknowledgeunquestionablydevolves;andthevisibledriftofcircumstancesaswellasofpublicsentimentrunsalsotomakingthistheonlyunquestioneddutyincumbentontheuniversity。
　　Itistrue，manyotherlinesofwork，andofendeavor。thatmaynotfairlybecalledwork，areundertakenbyschoolsofuniversitygrade;andalso，manyotherschoolsthatcallthemselves"universities"willhavesubstantiallynothingtodowiththehigherlearning。Buteachandseveraloftheseotherlinesofendeavor，intowhichtheuniversitiesallowthemselvestobedrawn，areopentoquestion。Theirlegitimacyremainsanopenquestioninspiteoftheinterestedargumentsoftheirspokesmen，whoadvocatethepartialsubmergenceoftheuniversityinsuchenterprisesasprofessionaltraining，undergraduateinstruction，supervisionandguidanceof。thesecondaryschoolsystem，edificationoftheunlearnedby"universityextension"
　　andsimilarexcursionsintothefieldofpublicamusement，trainingofsecondaryschoolteachers，encouragementofamateursby"correspondence，"etc。Whatandhowmuchoftheseextraneousactivitiestheuniversityshouldallowitselfisamatteronwhichthereisnogeneralagreementevenamongthosewhoseinclinationsgofarinthatdirection;butwhatistakenforgrantedthroughoutallthisadvocacyofoutlyingdetailisthesecurepremisethattheuniversityisinthefirstplaceaseminaryofthehigherlearning，andthatnoschoolcanmakegooditspretensionstouniversitystandingexceptbyprovingitsfitnessinthisrespect。（4*）
　　Theconservationandadvancementofthehigherlearninginvolvestwolinesofwork，distinctbutcloselyboundtogether:
　　（a）scientificandscholarlyinquiry，and（b）theinstructionofstudents。（5*）Theformeroftheseisprimaryandindispensable。
　　Itisthisworkofintellectualenterprisethatgivesitscharactertotheuniversityandmarksitofffromthelowerschools。Theworkofteachingproperlybelongsintheuniversityonlybecauseandinsofarasitincitesandfacilitatestheuniversityman’sworkofinquiry，——andtheextenttowhichsuchteachingfurtherstheworkofinquiryisscarcelytobeappreciatedwithoutasomewhatextendedexperience。Byandlarge，therearebutfewandinconsequentialexceptionstotherulethatteaching，asaconcomitantofinvestigation，isdistinctlyadvantageoustotheinvestigator;particularlyinsofarashisworkisofthenatureoftheoreticalinquiry。Theinstructionnecessarilyinvolvedinuniversitywork，therefore，isonlysuchascanreadilybecombinedwiththeworkofinquiry，atthesametimethatitgoesdirectlytofurtherthehigherlearninginthatittrainstheincominggenerationofscholarsandscientistsforthefurtherpursuitofknowledge。Trainingforotherpurposesisnecessarilyofadifferentkindandisbestdoneelsewhere;anditdoesnotbecomeuniversityworkbycallingitsoandimposingitsburdenonthemenandequipmentwhoseonlyconcernshouldbethehigherlearning。
　　Universityteaching，havingaparticularandspecialpurpose——thepursuitofknowledge——ithasalsoaparticularandspecialcharacter，suchastodifferentiateitfromotherteachingandatthesametimeleaveitrelativelyineffectiveforotherpurposes。Itsaimistoequipthestudentfortheworkofinquiry，nottogivehimfacilityinthatconductofaffairsthatturnssuchknowledgeto"practicalaccount。"Hencetheinstructionthatfallslegitimatelyunderthehandoftheuniversitymanisnecessarilysubsidiaryandincidentaltotheworkofinquiry，anditcaneffectuallybecarriedononlybysuchateacherasishimselfoccupiedwiththescrutinyofwhatknowledgeisalreadyinhandandwithpushingtheinquirytofurthergains。Anditcanbecarriedonbysuchateacheronlybydrawinghisstudentsintohisownworkofinquiry。Thestudent’srelationtohisteachernecessarilybecomesthatofanapprenticetohismaster，ratherthanthatofapupiltohisschoolmaster。
　　Auniversityisabodyofmaturescholarsandscientists，the"faculty，"——withwhateverplantandotherequipmentmayincidentallyserveasappliancesfortheirworkinanygivencase。Thenecessarymaterialequipmentmayundermodernconditionsbeveryconsiderable，asmayalsothenumberofcare—takers，assistants，etc。;butallthatisnottheuniversity，butmerelyitsequipment。Andtheuniversityman’sworkisthepursuitofknowledge，togetherwithwhateveradvisorysurveillanceandguidancehemayconsistentlyaffordsuchstudentsasareenteringonthecareeroflearningatapointwherehisoutlookandmethodsofworkmaybeofeffectforthem。
　　Nomanwhoseenergiesarenothabituallybentonincreasingandprovingupthedomainoflearningbelongslegitimatelyontheuniversitystaff。Theuniversitymanis，properly，astudent，notaschoolmaster。Suchistheunmistakabledriftofsentimentandprofessedendeavour，insofarasitisguidedbytheculturalaspirationsofcivilizedmankindratherthanbytheemulativestrategyofindividualsseekingtheirownpreferment。（6*）
　　Allthis，ofcourse，impliesnoundervaluingoftheworkofthosemenwhoaimtopreparetheyouthforcitizenshipandapracticalcareer。Itisonlyaquestionofdistinguishingbetweenthingsthatbelongapart。Thescientistandthescholarontheonehand，andtheschoolmasterontheotherhand，bothbelongwithinthelatergrowthofcivilization;butadifferentiationofthetwoclasses，andadivisionoftheirwork，isindispensableiftheyaretodotheirworkasitshouldbedone，andasthemoderncommunitythoughtfullyintendsthatitshouldbedone。Andwhilesuchadivisionoflabourhashithertonotbeencarriedthroughwithanydegreeofconsistency，itisatleastunderway，andthereisnothingbutthepresumptionofoutwornusagethatcontinuestoholdthetwolinesofworktogether，tothedetrimentofboth;backed，itistrue，byambitionsofself—aggrandizementonthepartofmanyschoolsandmanyoftheirdirectorates。
　　Theschoolmasterandhisworkmaybeequally，ormore，valuabletothecommunityatlarge——presumablymoreratherthanless——butinsofarashischiefinterestisofthepedagogicalsorthisplaceisnotintheuniversity。Exposition，instructionanddrillbelonginandprofessionalschools。Theconsistentaimthereis，andshouldbe，toinstruct，toinculcateaknowledgeofresults，andtogivethepupilaworkingfacilityinapplyingit。
　　Ontheuniversitylevelsuchinformationandtrainingis（shouldbe）incidentaltotheworkofresearch。Theuniversitymanisalmostunavoidablyateacher，bypreceptandexample，buthecannotwithoutdetrimenttohisworkasscientistorscholarserveasataskmasteroravehicleofindoctrination。Thestudentwhocomesuptotheuniversityforthepursuitofknowledgeisexpectedtoknowwhathewantsandtowantit，withoutcompulsion。Ifhefallsshortintheserespects，ifhehasnottherequisiteinterestandinitiative，itishisownmisfortune，notthefaultofhisteacher。Whathehasalegitimateclaimtoisanopportunityforsuchpersonalcontactandguidanceaswillgivehimfamiliaritywiththewaysandmeansofthehigherlearning，——anyinformationimpartedtohimbeingincidentaltothismainworkofhabituation。Hegetsachancetomakehimselfascholar，andwhathewilldowithhisopportunitiesinthiswayliesinhisowndiscretion。
　　Thedifferencebetweenthemodernuniversityandthelowerandprofessionalschoolsisbroadandsimple;notsomuchadifferenceofdegreeasofkind。Thereisnodifficultyaboutapprehendingorappreciatingthisdifference;thedisputeturnsnotonthepracticabilityofdistinguishingbetweenthetwo，butonthedesirabilityoflettingsuchadistinctiongointoeffect。
　　Itisacontroversybetweenthosewhowishtoholdfastthatwhichoncewasgoodandthosewholooktomakeuseofthemeansinhandfornewendsandmeetnewexigencies。
　　Thelowerschools（includingtheprofessionalschools）are，intheidealscheme，designedtofittheincominggenerationforcivillife;theyarethereforeoccupiedwithinstillingsuchknowledgeandhabitsaswillmaketheirpupilsfitcitizensoftheworldinwhateverpositioninthefabricofworkdaylifetheymayfall。Theuniversityontheotherhandisspecializedtofitmenforalifeofscienceandscholarship;anditisaccordinglyconcerned，withsuchdisciplineonlyaswillgiveefficiencyinthepursuitofknowledgeandfititsstudentsfortheincreaseanddiffusionoflearning。Itfollowsthatwhilethelowerschoolsnecessarilytakeoverthesurveillanceoftheirpupils’
　　everydaylife，andexercisealargemeasureofauthorityandresponsibleinterferenceinthatbehalf，theuniversityassumes（orshouldassume）noresponsibilityforitsstudents’fortunesinthemoral，religious，pecuniary，domestic，orhygienicrespect。
　　Doubtlessthelargerandmoreseriousresponsibilityintheeducationalsystembelongsnottotheuniversitybuttothelowerandprofessionalschools。Citizenshipisalargerandmoresubstantialcategorythanscholarship;andthefurtheranceofcivilizedlifeisalargerandmoreseriousinterestthanthepursuitofknowledgeforitsownidlesake。Buttheproportionswhichthequestofknowledgeislatterlyassuminginschemeofcivilizedliferequirethattheestablishmentsthetowhichthisinterestiscommittedshouldnotbechargedwithextraneousduties;particularlynotwithextraneousmattersthemselvesofsuchgraveconsequenceasthistrainingforcitizenshipandpracticalaffairs。Thesearetooseriousarangeofdutiestobetakencareofasaside—issue，byaseminaryoflearning，themembersofwhosefaculty，iftheyarefitfortheirownspecialwork，arenotmenofaffairsoradeptsinworldlywisdom。
　　III
　　InpointofhistoricalpedigreetheAmericanuniversitiesareofanotherderivationthantheirEuropeancounterpart;althoughthedifferenceinthisrespectisnotsosharpamatterofcontrastasmightbeassumedatfirstsight。TheEuropean（Continental）universitiesappeartohavebeenfounded，originally，tomeettheneedsofprofessionaltraining，moreparticularlytheological（andphilosophical）trainingintheearliertimes。TheAmericanuniversitiesare，historically，anoutgrowthoftheAmericancollege;andthelatterwasinstalled，initsbeginnings，largelyasameansofprofessionaltraining;
　　chieflytrainingforDivinity，secondarilyforthecallingoftheschoolmaster。Butinneithercase，neitherinthatoftheEuropeanuniversitynorinthatoftheAmericanCollege，wasthisearlyvocationalaimoftheschoolsallowedtodecidetheircharacterinthelongrun，nortocircumscribethelinesoftheirlatergrowth。Inbothcases，somewhatalike，thetwogroupsofschoolscametotheirmaturedevelopment，inthenineteenthcentury，asestablishmentsoccupiedwithdisinterestedlearning，givenovertothepursuitofintellectualenterprise，ratherthanasseminariesfortrainingofavocationalkind。Theystillhadavocationalvalue，nodoubt，andthevocationalneedsoftheirstudentsneednothavebeenabsentfromtheconsiderationsthatguidedtheirdirectorates。Itwouldparticularlybefoundthatthe（clerical）directoratesoftheAmericancollegeshadmorethanhalfaneyetotheneedsofDivinityevenatsolateadateaswhen，inthethirdquarterofthecentury，thecomplexionoftheAmericancollegesituationbeganseriouslytochange。Itisfromthisperiod——fromtheeraoftheCivilWarandtheReconstruction——thatthechangessetinwhichhavereshapedtheacademicsituationinAmerica。
　　Atthisera，somehalfacenturyago，theAmericancollegewas，orwasatleastpressedtobe，givenovertodisinterestedinstruction，notspecializedwithavocational，orevenadenominational，bias。Itwascomingtotakeitsplaceasthesuperiororcrowningmember，asortofcapstone，ofthesystemofpublicinstruction。Thelifehistoryofanyoneofthestateuniversitieswhoseearlyperiodofgrowthrunsacrossthiserawillreadilyshowtheeffectualguidanceofsuchanidealofacollege，asasuperioranddefinitivememberinaschoolsystemdesignedtoaffordanextendedcourseofinstructionlookingtoanunbiassedincreaseanddiffusionofknowledge。Otherinterests，ofaprofessionalorvocationalkind，werealsoentrustedtothekeepingofthesenew—foundschools;butwithaconclusivegeneralitytheruleholdsthatintheseacademiccreationsacollegeestablishmentofadisinterested，non—vocationalcharacteriscountedinastheindispensablenucleus，——thatmuchwasatthattimeamatterofcourse。
　　Thefurtherdevelopmentshowstwomarkedfeatures:TheAmericanuniversityhascomeintobearing;andthecollegehasbecomeanintermediateratherthanaterminallinkintheconventionalschemeofeducation。Underthenames"undergraduate"
　　and"graduate，"thecollegeandtheuniversityarestillcommonlycoupledtogetherassubdivisionsofacomplexwhole;butthisholdingtogetherofthetwodisparateschoolsisatthebestafreakofaimlesssurvival。Attheworst，andmorecommonly，itistheresultofagrossambitionformagnitudeonthepartofthejointdirectorate。Whetherthecollegelivesbyitselfasanindependentestablishmentonafoundationofitsown，orisinpointoflegalformalityasubdivisionoftheuniversityestablishment，ittakesitsplaceintheeducationalschemeasseniormemberofthesecondaryschoolsystem，anditbearsnopeculiarlycloserelationtotheuniversityasaseatoflearning。Attheclosestitstandstotheuniversityintherelationofafittingschool;morecommonlyitsrelationsarecloserwiththeordinaryprofessionalandvocationalschools;andforthemostpartitstandsinnorelation，beyondthatofjuxtaposition，withtheoneortheother。
　　TheattempttoholdthecollegeandthenomeanstogetherinbondsofostensibleSolidarityisbyuniversityanadvisedlyconcertedadjustmenttotheneedsofscholarshipastheyruntoday。ByhistoricalaccidenttheolderAmericanuniversitieshavegrownintobearingonthegroundofanunderlyingcollege，andtheexternalconnectionsoinheritedhasnotusuallybeensevered;andbyill—advised，orperhapsunadvised，imitationtheyoungeruniversitieshaveblunderedintoencumberingthemselveswithanundergraduatedepartmenttosimulatethispresumptivelyhonourablepedigree，tothedetrimentbothoftheuniversityandofthecollegesoboundupwithit。Bythisarrangementthecollege——undergraduatedepartment——fallsintothepositionofanappendage，asideissue，tobetakencareofbyafterthoughtonthepartofabodyofmenwhosechieflegitimateinterestruns——shouldrun——onotherthingsthantheefficientmanagementofsuchanundergraduatetraining—school，——providedalwaysthattheyareabonafideuniversityfaculty，andnotabodyofsecondary—schoolteachersmasqueradingundertheassumednameofauniversity。
　　Themotivetothisinclusionofanundergraduatedepartmentintheneweruniversitiesappearscommonlytohavebeenaheadlongeagernessonthepartofthecorporateauthoritiestoshowacompleteestablishmentoftheconventionallyacceptedpattern，andtoenrollasmanystudentsaspossible。
　　Whatevermayhavebeentruefortheearliertime，whentheAmericancollegefirstgrewupandflourished，itisbeyondquestionthattheundergraduatedepartmentwhichtakestheplaceofthecollegetodaycannotberatedasaninstitutionofthehigherlearning。Atthebestitisnowaschoolforpreliminarytraining，preparatorytoenteringonthecareeroflearning，orinpreparationforthefurthertrainingrequiredfortheprofessions;butitisalso，andchiefly，anestablishmentdesignedtogivetheconcludingtouchestotheeducationofyoungmenwhohavenodesignsonlearning，beyondthecloseofthecollegecurriculum。Itaimstoaffordaroundeddisciplinetothosewhosegoalisthelifeoffashionorofaffairs。Howwell，orhowill，thecollegemaycombinethesetwounrelatedpurposesisaquestionthatdoesnotimmediatelyconcernthepresentinquiry。ItistouchedonhereonlytopointthecontrastbetweentheAmericancollegeandtheuniversity。
　　Itfollowsfromthecharacteroftheirworkthatwhiletheuniversityshouldoffernosetcurriculum，thecollegehas，properly，nothingelsetooffer。Buttheretentionorinclusionofthecollegeanditsaimswithintheuniversitycorporationhasnecessarilyledtotheretentionofcollegestandardsandmethodsofcontroleveninwhatisorpurportstobeuniversitywork;sothatitisbynomeansunusualtofinduniversity（graduate）workscheduledintheformofacurriculum，withallthatboarding—schoolcircumstanceandapparatusthatissounavoidableanevilinallundergraduatetraining。Ineffect，theoutcomeoftheseshort—sightedattemptstotakecareofthehigherlearningbythemeansandmethodoftheboys’school，commonlyistoeliminatethehigherlearningfromthecaseandsubstitutetheaimsandresultsofaboys’training—school。
　　Undergraduateworkbeingtaskwork，itispossible，withoutfataleffect，toreduceittostandardunitsoftimeandvolume，andsocontrolandenforceitbyasystemofaccountancyandsurveillance;themethodsofcontrol，accountancyandcoercionthatsocometobeworkedouthaveallthatconvincingappearanceoftangibleefficiencythatbelongstoanymechanicallydefinedandstatisticallyaccountableroutine，suchaswillalwayscommenditselftothespiritoftheschoolmaster;thetemptationtoapplysuchmethodsofstandardizedroutinewhereveritisatallfeasibleisalwayspresent，anditiscogentlyspokenforbyallthosetowhomdrillisamoreintelligibleconceptionthanscholarship。Theworkoflearning，whichdistinctivelybelongsintheuniversity，ontheotherhand，isamatterofpersonalcontactandco—operationbetweenteacherandstudent，andisnotmeasurableinstatisticalunitsoramenabletomechanicaltests;
　　themenengagedinthisworkcanaccordinglyoffernothingofthesamedefinitecharacterinplaceoftherigidroutineandaccountancyadvocatedbytheschoolmasters;andtheoutcomeinnearlyallcaseswherethecontrolofbothdepartmentsvestsinonecompositecorporatebody，asitusuallydoes，isthegradualinsinuationofundergraduatemethodsandstandardsinthegraduateschool;untilwhatisnominallyuniversityworksettlesdown，ineffect，intonothingmorethananextensionoftheundergraduatecurriculum。Thiseffectishadpartlybyreducingsuchofthegraduatecoursesasarefoundamenabletotheformalitiesoftheundergraduateroutine，andpartlybydispensingwithsuchgraduateworkaswillnotlenditself，evenostensibly，totheschoolmaster’smethods。
　　Whathasbeensaidofthecollegeinthisconnectionholdstrueinthemainalsooftheprofessionalandtechnicalschools。
　　Intheiraims，methodsandachievementstheseschoolsare，inthenatureofthecase，foreigntothehigherlearning。Thisis，ofcourse，notsaidindisparagementoftheirwork;ratherthecontrary。Asisthecasewiththecollege，sotheseschoolsalsoareoftenincludedintheuniversitycorporationbytiesofanexternalandfactitiouskind，frequentlybytermsofthecharter。
　　Butthisformalinclusionofthemunderthecorporatecharterdoesnotsetasidethesubstantialdiscrepancybetweentheirpurpose，workandanimusandthoseoftheuniversityproper。Itcanonlyservetotroublethesingle—mindednessofboth。Itleavesboththepursuitoflearningandtheworkofpreparationfortheprofessionssomewhatatlooseends，confusedwiththebootlessillusionthattheyare，insomereconditeway，parallelvariantsofasinglelineofwork。
　　Inaimandanimusthetechnicalandprofessionalschoolsare"practical，"inthemostthoroughgoingmanner;whilethepursuitofknowledgethatoccupiesthescientistsandscholarsisnot"practical"intheslightestdegree。Thedivergentlinesofinteresttobetakencareofbytheprofessionalschoolsandtheuniversity，respectively，areaswidelyoutoftouchasmaywellbewithinthegeneralfieldofhumanknowledge。Theoneisanimatedwhollybyconsiderationsofmaterialexpediency，andtherangeofitsinterestandeffortsisstrictlylimitedbyconsiderationoftheusefuleffecttowhichtheproficiencythatitgivesistobeturned;theotherknowsnothingofexpediency，andisinfluencedbynoconsiderationofutilityordisutility，initsappreciationoftheknowledgetobesought。Theanimusoftheoneisworldlywisdom;oftheother，idlecuriosity。Thetwoareincommensurablyatvariancesofarasregardstheirpurpose，andingreatmeasurealsoasregardstheirmethodsofwork，andnecessarilyso。
　　Butwithallthisdivergenceofpurposeandanimusthereisafterallabroadandverysubstantialbondofcommunitybetweenthetechnicalschools，ontheonehand，andtheproperworkoftheuniversity，ontheotherhand，inthatthetwoare，ingreatmeasure，occupiedwiththesamegeneralrangeofmaterialsandemploysomewhatthesamelogicalmethodsinhandlingthesematerials。Buttherelationthatresultsfromthiscommunityofmaterialisalmostwhollyexternalandmechanical。Nordoesitsetupanypresumptionthatthetwoshouldexpedientlybeincludedinthesamecorporateestablishment，oreventhattheyneedbenearneighborsorneedmaintainpeculiarlycloserelationsofpersonnel。Thetechnicalschools，andinalessdegreetheprofessionalschoolsnotproperlyclassedastechnical，dependinlargemeasureonresultsworkedoutbythescientists，whoproperlybelongintheuniversities。Butthematerialsomadeuseoffortechnicalendsaretakenoverandturnedtoaccountwithoutafterthought。Thetechnologist’sworkisrelatedtothatofthescientistsverymuchastheworkofthedesignerisrelatedtothatoftheinventor。Toaconsiderableextentthescientistssimilarlydependontheworkofthetechnicalmenforinformation，andforcorrectionandverificationoftheirowntheoreticalwork。Butthereis，onthisaccount，nothingtogainbyassociatinganygiventechnicalschoolwithanygivenuniversityestablishment;incorporationinanygivenuniversitydoesnotinanydegreefacilitatetheutilizationoftheresultsofthesciencesbythetechnicalmen;
　　norisitfoundinpracticetofurthertheworkofthesciences。
　　Theschoolsinquestiondonotinanypeculiardegreedrawontheworkofthescientistsattachedtotheirparticularuniversity，nordothesescientists，ontheotherhand，haveanyspecialusefortheworkoftheirassociatedtechnicalschools。Ineithercasethesourcedrawnonisthegeneralliteratureofthesubject，thebodyofmaterialsavailableatlarge，nottheworkofparticularmenattachedtoparticularschools。Thegeneralizationsofscienceareindispensabletothetechnicalmen;butwhattheydrawonisthebodyofscienceatlarge，regardlessofwhatanygivenuniversityestablishmentmayhavehadtodowiththeworkoutofwhichtheparticularitemsofscientificinformationhaveemerged。Noristhisscientificmaterialusefultothetechnologistsforthefurtherpursuitofscience;tothemthescientificresultsaredata，rawmaterialtobeturnedtopracticaluse，notmeansbywhichtocarryscientificinquiryouttofurtherresults。
　　Similarly，theprofessionsandthetechnicalschoolsaffordvaluabledatafortheuseoftheprofessedscholarsandscientists，informationthatservesasmaterialofInvestigation，orthatwillatleastbeusefulasameansofextendingcorrecting，verifyingandcorrelatinglinesofinquiryonwhichtheyareengaged。Butthefurtherbearingofthesefactsupontheaffairsoflife，theirexpediencyorfutility，isofnointerestorconsequence。Theaffairsoflife，excepttheaffairsoflearning，donottouchtheinterestoftheuniversitymanasascholarorscientist。Whatisofimportancetohiminallthesematterswithwhichtheprofessionsandtechnologistsarebusyistheirbearingonthosemattersoffactintowhichhisscientificinterestleadshimtoinquire。Thetestsandexperimentscarriedoutatthesetechnicalschools，aswellastheexperiencegatheredbythemembersoftheirstaff，willoccasionallyaffordhimmaterialforfurtherinquiryormeanswherebytocheckresultsalreadyarrivedat;butforsuchmaterialhedoesnotbypreferenceresorttoanyoneofthetechnicalschoolsascontrastedwithanyother，anditisquiteanidlequestionwhetherthesourceofanysuchserviceableinformationisaschoolattachedtohisownuniversity。Theinvestigatorfindshismaterialwherehecan;whichcomestosayingthathedrawsonthegeneralbodyoftechnicalknowledge，withnoafterthoughtastowhatparticulartechnicalschoolmayhavestoodinsomerelationorothertotheinformationwhichhefindsuseful。
　　Neithertothemanengagedinuniversityworknortothetechnicalschoolsthatmayservehimasoccasionalsourcesofmaterialisthereanyadvantagetobederivedfromtheirinclusionintheuniversityestablishment。Indeed，itisadetrimenttobothparties，ashasalreadybeenremarked，butmoredecidedlytotheuniversitymen。Byincludingthetechnicalandprofessionalschoolsintheuniversitycorporationthetechnologistsandprofessionalmenattachedtotheseschoolsarenecessarilyincludedamongtheacademicstaff，andsotheycometotaketheirpartinthedirectionofacademicaffairsatlarge。
　　Inwhattheysodotowardshapingtheacademicpolicytheywillnotonlycountforalltheyareworth，buttheyarelikelytocountforsomethingmorethantheirdueshareinthisrespect;
　　fortheyaretosomeextenttrainedtotheconductofaffairs，andsocomeinforsomethingofthatdeferencethatiscurrentlypaidtomenofaffairs，atthesametimethatthispracticaltraininggivesthemanadvantageovertheirpurelyacademiccolleagues，inthegreaterassuranceandadroitnesswithwhichtheyareabletopresenttheircontentions。Byvirtueofthissametraining，aswellasbyforceofcurrentpracticalinterest，thetechnologistandtheprofessionalmanare，likeothermenofaffairs，necessarilyandhabituallyimpatientofanyscientificorscholarlyworkthatdoesnotobviouslylenditselftosomepracticaluse。Thetechnologistappreciateswhatismechanicallyserviceable;theprofessionalman，as，forinstance，thelawyer，appreciateswhatpromisespecuniarygain;andthetwounitewiththebusiness—manatlargeinrepudiatingwhateverdoesnotlookdirectlytosuchautilitarianoutcome。Sothatasmembersoftheacademicstaffthesemenarelikelytocountattheirfullweighttowardthediversionoftheuniversity’sforcesfromdisinterestedscienceandscholarshiptosuchpalpablyutilitarianends。
　　Buttheactivemeasuressotakenbytheacademicauthoritiesattheinstanceoftheschoolmastersand"practical"menarebynomeanstheonlylinealongwhichtheirpresenceintheacademiccorporationaffectsthecase。Intimateassociationwiththese"utilitarians"unavoidablyhasitscorruptingeffectonthescientistsandscholars，andinducesinthemalsosomethingofthesamebiastoward"practical"resultsintheirwork;sothattheynolongerpursuethehigherlearningwithundividedinterest，butwithmoreorlessofaneyetotheutilitarianmainchance;wherebytheadvantagesofspecialization，whicharethereasonfortheseschools，arelost，andtheprideofthemoderncommunityiswoundedinitsmostsensitivespot——theefficiencyofitsspecialists。
　　Soalso，ontheotherhand，theformalincorporationofthesetechnologicalandprofessionalmenintheacademicbody，withitsprofessedlysingle—mindedinterestinlearning，hasitseffectontheirframeofmind。Theyare，withoutintendingit，placedinafalseposition，whichunavoidablyleadsthemtocourtaspeciousappearanceofscholarship，andsotoinvesttheirtechnologicaldisciplinewithadegreeofpedantryandsophistication;wherebyitishopedtogivetheseschoolsandtheirworksomescientificandscholarlyprestige，andsoliftittothatdignitythatispressedtoattachtoanon—utilitarianpursuitoflearning。
　　Doubtlessthispursuitofscholarlyprestigeiscommonlysuccessful，totheextentthatitproducesthedesiredconvictionofaweinthevulgar，whodonotknowthedifference;butallthismake—believescholarship，howeversuccessfullystaged，isnotwhattheseschoolsaredesignedfor;oratleastitisnotwhatisexpectedofthem，norisitwhattheycandobestandmostefficiently。
　　Tothesubstantialgainofbothparties，thoughwithsomelesionofthevanityofboth，theseparationbetweentheuniversityandtheprofessionalandtechnicalschoolsshouldbecarriedthroughandmadeabsolute。Onlyonsuchconditionscaneithertheoneortheotherdoitsownworkinaworkmanlikemanner。Withintheuniversityprecinctsanyaimorinterestotherthanthoseofirresponsiblescienceandscholarship——pursuitofmatter—of—factknowledge——aretoberatedasinterlopers。