utilitarian　demands　of　an　unlearned　political　constituency；　have
  in　the　long　run　taken　on　more　and　more　of　an　academic；
  non…utilitarian　character；　and　have　been　gradually　falling　into
  line　as　universities　claiming　a　place　among　the　seminaries　of　the
  higher　learning。　The　long…term　drift　of　modern　cultural　ideals
  leaves　these　schools　no　final　resting　place　short　of　the
  university　type；　however　far　short　of　such　a　consummation　the
  greater　number　of　them　may　still　be　found。
  What　has　just　been　said　of　the　place　which　the　university
  occupies　in　modern　civilization；　and　more　particularly　of　the
  manner　in　which　it　is　to　fill　its　place；　may　seem　something　of　a
  fancy　sketch。　It　is　assuredly　not　a　faithful　description　of　any
  concrete　case；　by　all　means　not　of　any　given　American　university；
  nor　does　it　faithfully　describe　the　line　of　policy　currently
  pursued　by　the　directorate　of　any　such　establishment。　Yet　it　is
  true　to　the　facts；　taken　in　a　generalized　way；　and　it　describes
  the　type　to　which　the　American　schools　unavoidably　gravitate　by
  force　of　the　community's　long…term　idealistic　impulsion；　in　so
  far　as　their　drift　is　not　continually　corrected　and　offset　by
  vigilant　authorities　who；　from　motives　of　their　own；　seek　to　turn
  the　universities　to　account　in　one　way　and　another。　It　describes
  an　institutional　ideal；　not　necessarily　an　ideal　nursed　by　any
  given　individual；　but　the　ideal　logically　involved　in　the　scheme
  of　modern　civilization；　and　logically　coming　out　of　the
  historical　development　of　Western　civilization　hitherto；　and
  visible　to　any　one　who　will　dispassionately　stand　aside　and　look
  to　the　drift　of　latterday　events　in　so　far　as　they　bear　on　this
  matter　of　the　higher　learning；　its　advancement　and　conservation。
  Many　if　not　most　of　those　men　who　are　occupied　with　the
  guidance　of　university　affairs　would　disown　such　a　projected
  ideal；　as　being　too　narrow　and　too　unpractical　to　fit　into　the
  modern　scheme　of　things；　which　is　above　all　else　a　culture　of
  affairs；　that　it　does　not　set　forth　what　should　be　aimed　at　by
  any　who　have　the　good　of　mankind　at　heart；　or　who　in　any　sensible
  degree　appreciate　the　worth　of　real　work　as　contrasted　with　the
  leisurely　intellectual　finesse　of　the　confirmed　scientist　and　man
  of　letters。　These　and　the　like　objections　and　strictures　may　be
  well　taken；　perhaps。　The　question　of　what；　in　any　ulterior　sense；
  ought　to　be　sought　after　in　the　determination　of　academic　policy
  and　the　conduct　of　academic　affairs　will；　however；　not　coincide
  with　the　other　question；　as　to　what　actually　is　being
  accomplished　in　these　premises；　on　the　one　hand；　nor　as　to　what
  the　long…term　cultural　aspirations　of　civilized　men　are　setting
  toward；　on　the　other　hand。
  Now；　it　is　not　intended　here　to　argue　the　merits　of　the
  current　cultural　ideals　as　contrasted　with　what；　in　some　ulterior
  sense；　ought　to　be　aimed　at　if　the　drift　of　current　aspirations
  and　impulse　should　conceivably　permit　a　different　ideal　to　be　put
  into　effect。　It　is　intended　only　to　set　forth　what　place；　in
  point　of　fact　and　for　better　or　worse；　the　higher　learning　and
  the　university　hold　in　the　current　scheme　of　Western
  civilization；　as　determined　by　that　body　of　instinctive
  aspirations　and　proclivities　that　holds　this　civilization　to　its
  course　as　it　runs　today；　and　further　to　show　how　and　how　far
  certain　institutional　factors　comprised　in　this　modern　scheme　of
  life　go　to　help　or　hinder　the　realization　of　this　ideal　which
  men's　aspirations　and　proclivities　so　make　worth　while　to　them。
  The　sketch　here　offered　in　characterization　of　the　university　and
  its　work；　therefore；　endeavours　to　take　account　of　the
  community's　consensus　of　impulses　and　desires　touching　the　animus
  and　aims　that　should　move　the　seminaries　of　the　higher　learning；
  at　the　same　time　that　it　excludes　those　subsidiary　or　alien
  interests　in　whose　favour　no　such　consensus　is　found　to　prevail。
  There　are　many　of　these　workday　interests；　extraneous　to　the
  higher　learning；　each　and　several　of　which　may　be　abundantly　good
  and　urgent　in　its　own　right；　but；　while　they　need　not　be　at　cross
  purposes　with　the　higher　learning；　they　are　extraneous　to　that
  disinterested　pursuit　of　knowledge　in　which　the　characteristic
  intellectual　bent　of　modern　civilization　culminates。　These　others
  are　patent；　insistent　and　palpable；　and　there　need　be　no
  apprehension　of　their　going　by　default。　The　intellectual
  predilection　　the　idle　curiosity　　abides　and　asserts　itself
  when　other　pursuits　of　a　more　temporal　but　more　immediately
  urgent　kind　leave　men　free　to　take　stock　of　the　ulterior　ends　and
  values　of　life；　whereas　the　transient　interests；　preoccupation
  with　the　ways　and　means　of　life；　are　urgent　and　immediate；　and
  employ　men's　thought　and　energy　through　the　greater　share　of
  their　life。　The　question　of　material　ways　and　means；　and　the
  detail　requirements　of　the　day's　work；　are　for　ever　at　hand　and
  for　ever　contest　the　claims　of　any　avowed　ulterior　end；　and　by
  force　of　unremitting　habituation　the　current　competitive　system
  of　acquisition　and　expenditure　induces　in　all　classes　such　a　bias
  as　leads　them　to　overrate　ways　and　means　as　contrasted　with　the
  ends　which　these　ways　and　means　are　in　some　sense　designed　to
  serve。
  So；　one　class　and　another；　biassed　by　the　habitual
  preoccupation　of　the　class；　will　aim　to　divert　the　academic
  equipment　to　some　particular　use　which　habit　has　led　them　to　rate
  high；　or　to　include　in　the　academic　discipline　various　lines　of
  inquiry　and　training　which　are　extraneous　to　the　higher　learning
  but　which　the　class　in　question　may　specially　have　at　heart；　but
  taking　them　one　with　another；　there　is　no　general　or　abiding
  consensus　among　the　various　classes　of　the　community　in　favour　of
  diverting　the　academic　establishment　to　any　other　specific　uses；
  or　of　including　in　the　peculiar　work　of　the　university　anything
  beyond　the　pursuit　of　knowledge　for　its　own　sake。
  Now；　it　may　be　remarked　by　the　way；　that　civilized　mankind
  should　have　come　so　to　set　their　heart　on　this　chase　after　a
  fugitive　knowledge　of　inconsequential　facts　may　be　little　to　the
  credit　of　the　race　or　of　that　scheme　of　culture　that　so　centres
  about　this　cult　of　the　idle　curiosity。　And　it　is　perhaps　to　their
  credit；　as　well　as　to　the　credit　of　the　community　whose　creatures
  they　are；　that　the　spokesmen　of　some　tangible　ideal；　some
  materially　expedient　aspiration；　embodying　more　of　worldly
  wisdom；　are　for　ever　urging　upon　the　institutions　of　the　higher
  leaning　one　or　another　course　of　action　of　a　more　palpably
  expedient　kind。　But；　for　better　or　worse；　the　passage　of　time
  brings　out　the　fact　that　these　sober　and　sensible　courses　of
  policy　so　advocated　are　after　all　essentially　extraneous；　if　not
  alien；　to　those　purposes　for　which　a　university　can　be
  maintained；　on　the　ground　afforded　by　the　habits　of　thought
  prevalent　in　the　modern　civilized　community。
  One　and　another　of　these　〃practical〃　and　expedient　interests
  have　transiently　come　to　the　front　in　academic　policy；　and　have
  in　their　time　given　a　particular　bent　to　the　pursuit　of　knowledge
  that　has　occupied　the　universities。　Of　these　extraneous　interests
  the　two　most　notable　have；　as　already　indicated　above；　been　the
  ecclesiastical　and　the　political。　But　in　the　long　run　these
  various　interests　and　ideals　of　expediency　have；　all　and　several；
  shown　themselves　to　be　only　factional　elements　in　the　scheme　of
  culture；　and　have　lost　their　preferential　voice　in　the　shaping　of
  academic　life。　The　place　in　men's　esteem　once　filled　by　church
  and　state　is　now　held　by　pecuniary　traffic；　business　enterprise。
  So　that　the　graver　issues　of　academic　policy　which　now　tax　the
  discretion　of　the　directive　powers；　reduce　themselves　in　the　main
  to　a　question　between　the　claims　of　science　and　scholarship　on
  the　one　hand　and　those　of　business　principles　and　pecuniary　gain
  on　the　other　hand。　In　one　shape　or　another　this　problem　of
  adjustment；　reconciliation　or　compromise　between　the　needs　of　the
  higher　learning　and　the　demands　of　business　enterprise　is　for
  ever　present　in　the　deliberations　of　the　university　directorate。
  This　question　gathers　in　its　net　all　those　perplexing　details　of
  expediency　that　now　claim　the　attention　of　the　ruling　bodies。
  VI
  Since　the　paragraphs　that　make　up　the　foregoing　chapter　were
  written　the　American