CIHM Microfiche Series (Monographs) ICMH Collection de microfiches (monographies) El Cwwdtan InatituM for Historical MieronproductkHW / InstHut Canadian da mknifapraduetlMia Mstoriquas 1995 Technical and Bibliographic Notes / Notes technique et bibliographiques The Institute has attempted to obtain the best original copy available for filming. Features of this copy which may be bibllographically unique, which may alter any of the images In the reproduction, or which may significantly change the usual method of filming are checked below. GT Coiouied covars / Couvstture de couleur I I Covers damaged / ' — ' Couverture endommagte I I Coveis restored and/or laminated/ — Couverture restaurtoet/oupellicuMe I I Cover title missing /Le litre de couverture manque I I ColourBd maps/ Cartes gAagrephiques en couleur I I Coloured inl<(i.e. other than tjlue or black)/ Encre de couleur (i.e. autre que bleue ou noire) I I Cokxjred plates and/or ilustratkxis/ ' — ' Planchetet/ouillustratii .sen couleur I I Bound with other material/ ' — ' Reii* avoc d'autres documents D D D Only editkxi available/ Seule MKkxi disponibte Tight binding may cause shadows or distortion along interior margin / La reliure serrto peut causer de I'ombre ou de la distorsnn le hng de la marge intMeure. Blank leaves added during restoiatkxis may appear within the text. Whenever possible, these have been onMed from timing / II se peul que ceitalnes pages blanches ajoutSes k>rs d'une restauration apparalBsent dans le texte, mais, kmque cela etait possiUe, ces pages n'ont pas M Amies. L'Institut a microfilme le meilleur examplaire qu'll lui a ^\6 possible de se procurer. Les details de cet exem- piaire qui sort peut-6tie uniques du point de vue brbli- ographique, qui peuvert modifier une image reproduite, ou qui peuvent exiger une modifications dans la m6th- ode norrttale de filmage sort indiquis ci-dessous. I I Cokurad pages/ Pages de couleur I I Pages damaged/ Pages endommagees I I Pages restored and/or laminated / ' — ' Pages restauries et/ou pelleui«es [^ Pages discokxjred, stained or foxed / ' — ' Pages d«cok>r«es,tachetae8oupiqu«es I I Pages detached/ Pages detacMes r^ Showthrough/ Transparence I I Quality of print varies/ ' — ' QuaKti inigale de i'lmpressun I I Includes supplementary material/ — Compienddumatirielsuppiamentaire I I Pages wholly or partially obscured by errata — slips, tissues, etc., have been refilmed to ensure the best possible image / Les pages totalement ou partiellement obscurcies par un feuillet d'arrata, une pelure, ete., ont 6t6 filmies k nouveau de fafon a obtenir la mellleure image possible. I I Opposing pages with varying colouration or — discolouratnns are filmed twk:e to ensure the best possible image / Les pages s'opposant ayant des colorations varfablas ou des decol- orations sort filmtes deux fois afin d'obtenir la meilleur image possible. PI AddWonalcommems/ ' — ' CommentairsssuppWmenlairss: Tliis ittffl it f Himd et tiM rtduetian ratio ehtdad btkm/ C« docMMni Ml fikn* Ml twi di tidueiiafi in««ii ej-dineut. 'OX 14X 18X 12X 20X ax L^ 2BX XX 32X TIM copy fUmad tMr* ha* baan rapreducad ttianlu to tha ganareailv et: National Library of Canada L'anamplaira film* f ut raproduit grtca i la 9*n4roait4 da: Blbliotbiqua nationala du Canada Tha imagaa appaaring hara ara tha baat qualitv poaaibla eonaidaring tha condition and lagibilitv of tha original copy and in kaaping with tha filming centraet apacificatiena. Laa imagaa tuivantaa ont txt raproduitai avac la plua grand aoin, eompta lanu da la condition al da la nanat* da I'aaamplaira tilmi, ai an conformM avac laa eondltiona du central da tUmag*. Original eopiaa in printad papar eevara ara fllmad baginning with ««• front covar and anding on tha laat paga with a printad or iUualratad impraa- aion. or tha back covar whan appropriata. All othar original eopiaa ara filmed beginning on tha firat paga with a printed or llluatratad imprea- aion. and anding en the laat page with e printed or illuatrated impreaaion. Lee eiiempleirea erigliMua dent la eouvarture an papier eet ImprimOe aont tllma» en eemmencani par la premier plat et en terminant aoit par le derniire page qui eomperte une empreinie dimpreaaion eu d'lUuatration, leit par la second plat, aelon I* caa. Toua laa autrea axempiairaa originaua aont filmda an eommencant par la pramiAre paga qui eomperte une empreinto dimpreeaien ou d'llluatration at en terminant par la damitre paga qui comporte une telle empreinte. The laat recorded freme on eech microfiche ahaU eonuin tha lymbol —^ Imeening "CON- TINUED"), or the aymbel ▼ Imeening "END"). Meps, plalaa. charu. etc.. may be filmed at different reduction ratioa. Those too large to be entirely included in one eapoaure are filmed beginning in the upper left hend comer, left to right and top to bonom, as many frames as required. The following diegrams illuawata the method: Un dee aymboles suivanu spparaitra sur la damitre image do cheque microfiche, selon le caa: le symbele ^» signifle "A SUIVRE". le symbole ▼ signifle "FIN". Laa cartas, planchaa, ubiaaui, etc.. peuwent itra filmto * das uux da rMuction diffOranu. Lorsque le document eat trap grand pour atre reproduit en un soul clieha. il est film* t partir da rangia sup*riaur gauche, do gauche * droite. et do haul en baa. an prenant la nombra d'Imagea naceaaaira. Lea diagrammae suiwants iUuatrent la mOlhada. 1 2 3 1 2 3 4 5 6 maecon mwuition ibt oun (ANSI ond ISO TECT CHA«T No. J) IM m 12.5 12.2 12.0 j§ j| APPLIED IM/OE Inc 1953 Cost Unin SlrMt RocHMtar, Nm York 146C (71fl) 482 - OJOO - Phon« (7ie) 286- 3989 -Fax fY OF INCIPAL OF Ma "■^f^i THE UNITY OF LEARNING BY WiLLIAM PETERSON, M. A., LL. D., C. M. G. PRINCIPAL AND VICECHANCBLLOB OF MoGILIi UNIVERSITY AN ADDRESS DELIVERED AT THE JUBILEE OF THE UNIVERSITY OF WISCONSIN MADISON, JUNE 9, 1904 THE UNITY OF LEARNING The Canadian nniversity which accredited me aa a delegate to this jabilee and inauguration is twenty- five years older than the University of Wisconsin ; as for Oxford, which I have the honor also to represent, — Oxford does not really know her age. She is past the time of life when it is easy or convenient to recall the date of one's >-irth. Unlike yonr university, McOill in Montreal is a private foundation, owing little, if anything, to the state. Such institutions eT'st for the purpose, epeaking for the moment only of finance, of enabling wealthy givers to escape the epitaph which might otherwise record the barn, naked fact that "the rich man died also aid was buried." How different is yonr case 1 I have never heard the points of con- trast between the two types — the state university and the private foundation — put so cogently as by those who have already addressed you. We may well envy you thbt wealth of public appreciation which takes the form of a large annual subsidy, — paid, I have no doubt, with the regularity of clockwork, — and which operates at ihe same time as a guarantee that your t^ork shall alvays keep in touch with practical and public aims. The beaut'Jul drives which yonr visitors have been privileged to take in the neighborhood have impressed on them the fact that the state has enconr- [3] aged you to niiiwx ii public park and call it a campna. You do not i>ennit any othe- university iuBtitntion in this state to approacii th« legislature— yon have it -Ul to yourself. No two state universities, as was said yesterday, are supposed to ask for appropriations from the same commonwealth. How different are our relations with the private donor I He i^ distracted by rival claims and conflicting interests, and cannot lavish all his affections on the college of his choice. There are the churches for instance I Of Oxford it might be difficult to say whether it is on the whole a public or a private foundation. Such state recognition as it enjoys does not carry with it any great increase of thematerial resources of the uni- versity, and as to private donations it seems a longtime since the pious founders went to their rest. There is generally, in all private foundations, a long wait be- tween the gifts. The reason why Oxford receives no endowments now from private sources is possibly the mistaken idea that a university which has been grow- ing for so many centuries must surely be complete. Neither McGill nor Oxford definitely authorized me to inflict in its name on this large and representative audience any expression of academic views. But I am quite at home in such celebrations, both in this world and in that which some of us call the old country; and it is therefore a pleasure to respond to your new president's invitation that I should say something on the subject of our mutual interests. A great part of the activity of a modern college head is in fact taken up with attending such celebrations [1] H8 tliig. My apprcnticegliip hvtfun IxTunty yenrB ago— as far back hi the great Edinbnrgb tercentenary in 1H84. Though it hos falinn to my lot to attend similar festivals at various poiuti on this continent, I have never yet been quite so far west — or rather let me say, (|uite so near what I am told is to be considered the center of American gravity. I think it was that spirited writer, Dr. Conan Doyle, who spoke feelingly of finding all the comforts of civilization in the course of a lecturing tour which he made through the United States, — in the hotel, for example, where the barber shop provided him with attendance from a hairdresser on the very spot where in recent memory the original inhabitants of the continent might have left no hair on his head at nil. But, however appreciative such a strolling lee' i -er may show himself, he cannot expe- rience those I'eelings of gratitude and satisfaction which fill our hearts tc-day, when, as the invited guests of n great American nniv> -sity, we receive such over- whelming proof of Amet. ■ i friendliress and Ameri- can hospitality. After all the wealth of oratory to which we have lis- tened, it may not be out of place for me to call your attention to the fact that this is the first opportunity you have had of hearing from the outside world. Pre- vious speakers have spoken as fellow citizens; I am called upon to represent the foreigner ! It is a com- fort to think that what I shall endeavor to submit to you ought not, at leost, to sound very foreign in your ears. I should like to tell you, to begin with, that the duty of addressing you could not have fallen to the lot [«] of any who has a greater respect for, or a higher ap- preciation of, the people of these United States. I am a great admirer of your nation. On more than one occasion in the course of my residence on this con- tinent, I have had valued opportunities of speaking on the subject of Anglo-American interests, showing to the best of my poor ability how Britain and the United States are bound together by ties stronger than laws and constitutions can create, — by commu- nity of race, language, literature, religion, institutions, commercial and social intercourse, and the glorious traditions of a common history. No one can be much in touch with your people without being constantly struck by its energy and enterprise; its almost un- bounded confidence and consciousness of power; its resourcefulness, ingenuity, and above all the rapidity with which it can adapt itself to meet the calls of new conditions and ever-changing circumstances. As one of my Canadian colleagues* lately expressed it, "the bold spirit of enterprise which yon have shown and your capacity for organization, encouraged from the beginning by the requirements of a vast new territory, now amount to something which is as clearly national genius as the Roman's capacity for organizing con- quest in the ancient world and the Englishman's for organizing empire in the modern." As for education, that has become one of your greatest national indus- tries. There is no more powerful unifying agency at work in the world than education. It may interest you to know that at a great imperial university conference •Profeuor Cappon o( Queeo's UnlTeraity. [6] which I had the honor of attending in London last year, and which was presided over hj Mr. James Bryce, more than one speaker expressed the view that if we only had representatives from American universities with us, we should have been quite complete. In default of any such larger federation, it is at least open to cul- tivate the cordial relationships which are implied iu the exchange of visits on the occasion of interesting ceremonials such as the present. I do not know that either Englishmen or Americans are sufficiently con- scious of the amount of fusion that is going on around and about us, as shown especially in the results of the silent processes by which our common language is as- serting its supremacy not only on this continent, but in far off Asia, Australia, and Africa as well. It is a good augury for the future federation of the world that America — as a whole — speaks English and is con- tent to call it English stUl I When your president asked me to furnish him with some title for my address this forenoon, I felt inclined to suggest that I might be allowed to discourse on what I should have liked to call "standing impressions." For such a talk I should have been glad to draw in- spiration merely from the various speeches which I knew were to precede mine. But something more formal was required of me and I have been at some pains to comply with the demand. No one can take part in such a ceremonial as this without realizing the degree of identity, as well as difference, that will be found to exist on a comparison of British and Ameri- can university institutions. Identity there must ever [7] be amongst the nniversities of all conntries, centering as each does in the conunon constitution of chair, fac- ulty, and senate. (I leave the question of business administration out of account, as that is cared for in many different ways.) All American universities are democratic, some more, some less. Those who still imagine that a democracy prefers to be governed by ignorant persons ought to have had the opportunity which your visitors have enjoyed, of listening to the speakers whose eloquence, as is usually the case at such gatherings in the United States, has been so re- markable a feature of your festival. It is not the fact that a democracy would choose, if left to itself, to re- main ignorant. It wants rather the best guidance that it can get. That is why it is that, no matter what course the student may follow, his university training is not considered to have done much for him if it fails to make him more fit than he otherwise would have been, to lead his fellowmen, and to take a useful and a creditable part in the conduct of publio affairs. Preparation for citizenship and for the pub- lic service has rightly been made the basis of much of your work in the realm of higher education. There is a passage in one of President Eliot's recent reports which may well be cited in this connection: "Since wise and efficient conduct of American affairs, com- mercial, industrial, and public, depends more and more upon the learned and scientific professions, the univer- sities owe it to the country to provide the best possible preparation for all the professions. This best possi- ble preparation can only be given to young men who up [8] to their twenty-first year have had the advantages of continnons and progressive school and college training." The world is older now than it was in the days when universities first were founded, and the forces on which they depend in our time manifest themselves in forms which it may sometimes appear hard to identify with those that led to the institution of the earliest seats of learning in Europe. The inevitable law of change has asserted itself conspicuously in the sphere of higher education. But though conditions have be- come very different from what they used to be, it is really not difficult to ti'ace something at least of the same spirit continuously operative through the centur- ies. The earliest universities were the nurslings of the church, — the church which after fostering learning through the darkest of the dark ages had now become the great centralizing and unifying agency of medie- val Europe. Princes and people had combined their efforts with those of learned men to develop them out of the old cathedral and cloister schools where the only teachers were the monks. There is a sense in wL'ch these universities were the models even of the technical schools which in our day have fonnd shelter, and let us hope inspiration also, under the broad SBgis of our academic institutions. For were they not pro- fessional schools, and were not the subjects which they taught mainly such as were intended to prepare priests and monks for their work in lifef If we claim to be their lineal successors we must keep well to the front that conception of the unity of learning and the [9] interdependence of stndieB which in their different circumstances they found it comparatively easy to foster. The various branches of learning stand in vital relation one to another. To use an illustration employed by the historian Gibbon, they resemble "a vast forest, every tree of which appears at first sight to be isolated and separate, but on digging beneath the surface their roots are found to be all interlaced with each other." One subject has a way of throwing light upon another, and even when the relation be- tween the various studies is least obvious, it will gener- ally be found that some deep-lying principle exists which, when discovered and applied, will bring into the closest union with each other branches that may ap- pear to be totally unconnected. It is by apprehending the similarity of methods that runs through all the sciences that the student will be enabled, amid the multiplici*;- of subjects which strain for recognition, to hold fast the ideal of the unity of learning, to keep the parts in due subordination to the conception of the whole, and to bring himself into sympathetic con- tact with the comprehensive circle of human knowl- edge. After all it is the spirit which makes us one, no matter what differences may exist as regards ex- ternal forms. Our universities need not all be fash- ioned in the same mould. Here in Wisconsin, with your state patronage and your mutual understanding as to the advantages which both parties to existing contracts may hope to reap, it may surprise you to realize that questions are still raised elsewhere as to the propriety of including in the university cnrricu- 110] lam the indastrial applications of science. To me it seems to be the natnral consequence of the rapid growth of science in recent times. I have already re- minded you that the earliest nniversities were emi- nently practical. Bologna was founded for law, Sal- erno for medicine. The distinction between what we call pure and applied science is a natural and neces- sary distinction, and though the former now comes first in the order of teaching, it was not so in the order of historical development. It was the practical needs of life that gave rise in the first instance to the science of astronomy, for example, and geometry; and as for chemistry, in the hands of alchemists its essential mo- tive was the persistent endeavor to transfuse the baser metals into gold. On the one hand the practical appli- cations of science lie at the foundations of all science; on the other, it may be truly said that all the marvels of modem scientific activity rest on the basis of the abstract and theoretical learning which is fostered by the university, and which, as has been rightly insisted on by previous speakers, it is the duty of the state, as well as its privilege, to develop and encourage in an institution such as this. What we have to do is to seek to minimize the danger and disadvantage of the separation of the two spheres by giving protical men a sound training in theory, and also by kee » theory in touch with practice. There are, in fact, obvious advantages in the asso- ciation of technology with a university curriculum. The university alone can adequately cover the higher parts of technical instruction, safe-guarding the "dis- [11] interestedness" of science and keeping in due subordi- nation to the search for truth the material advantages and "bread-earning" potencies that may be involved in any particular branch of study. And by so doing, — by throwing its sgis over technology, — the university learns the lesson that the day is long past and gone when it might be content with being a mere academic ornament, instead of striving to make itself a center of practical usefulness in the community. The word has gone forth over all the world that learning and science are and must ever remain incomplete and un- satisfying unless they can be adapted to the service and the use of man. The danger now rather seems to be that the needs of practical and professional training, and the pres- sure of commercial interests, may tend to depress the standard of liberal education and the old traditions of culture. We hear much nowadays of proposals to get the universities to shorten or cut down the aca- demic and literary side of their training. But if we follow our best counsellors we shall not want to do so many things in so great a hurry. Bather we shall stand by the sure foundation which a university train- ing oug!;t to guarantee. This has been well described by one of your own authorities, Professor Andrew West of Princeton, in his reference to the college de- partment of a university as that which furnishes "the one repository and shelter of liberal education as dis- tinct from technical or commercial training; the only available foundation for the erection of universities containing faculties devoted to the maintenance of [12] pure learning, and the only institation which can fnr- nish the preparation which ia always desired, even though it is not yet generally exacted, by the better professional schools." We all know when it becomes our duty gently to combat, for example, the wishes of the parent who says, "My boy wants to be a chemist or an engineer; put him through his studies in the shortest possible time." A year or two's delay will make all the better man of him. Not that we do not believe in specializa- tion, but we also believe that the student makes a mis- take when in his haste to advance himself in some special field, he turns his back on the advantages of a broad, general education. Let him have an oppor- tunity of developing an interest also in other subjects, outside his own particular sphere; so shall we secure that he shall rise superior to the temptation of acquir- ing the mere knacks of a trade, and that those who r y become the future leaders of great industrial unaoi- takings, shall have a mastery of principles as well as that faculty of well-balanced judgment and careful discrimination which, as distinct from the mere ac- quisition of knowledge, is the mark of a sound and comprehensive education. It is by giving emphasis to this argument that we may avoid any reasonable censure from those who wish to warn us that it is no part of the work and office of a university to teach the students how money may be made. Apart from all thought of "getting on in the world," the benefits of a college training should be made to stand out as solid advantages for the better- [13] ment and enrichment of the individnsl life. It ia a trite remark that bnsiness or professional avocations do not make up the whole of existence for any one of us. The leisure of life has to be provided for, and as was lately remarked by one of my colleagues in Mont- real, "Everyone should receive an equipment such as shall enable him even to get through his Sundays with credit." I have referred already to the great expansion in modem days of the field of university studies. Law, medicine, theology, are no longer the only technical applications of our academic work. The modem type of college professor can make his views heard, not only about railroads, bridges, and electrical supplies, but also about public finance and currency and bank- ing — even about an international dispute over a bound- ary line ! And it is good for a university thus to be brought into close touch with the actual needs of life. No one believes nowadays that a sound training in classics and mathematics is enough for a student, whatever may be the line of life he may intend to enter on. But in adapting ourselves to the new, we need by no means part wholly with the old. Do not let us for- get that while it is not beneath the dignity of a univer- sity to take an interest in practical matters, such as the problems of banking and finance, sanitary reform, water supply, taxation, charity organization, and mu- nicipal questions generally, there is such a thing as the uplifting of professional interests and pursuits by association with an institution which is above and be- yond them all. The path of progress in the profes- [14] sional facnlties it now marked out on the lines of an ever-increaiing identification with the aims and idealB of the university. Instead of separation and independ- ence, what we work for now is the co-ordination of subjects and departments, the inter-relation and inter- dependence of the faculties, the unification of the sep- arate and segregated parts in one systematic and consistent whole, in which each branch, while distinct in its own well defined sphere, shall yet contribute to the common strength of all. Upon such a scheme min- ing may quite well go hand in hand with metaphysics, Hebrew with hydraulics. Take mining, a branch of which the importance can hardly be over-estimated, and which we have fully installed at one of the univer- sities which I represent to-day, — I need hardly say I am not referring to Oxford I It may serve to illus- trate the wide interests that may be cultivated in a university of the kind I am describing, if I recall the fact that I know also another type of miner, different from the one who is trained in schools of mining engin- eering. Some of my friends are digging at this ■uoment — not on virgin soil like the Klondike, but in countries like Egypt, and Crete, and Asia Minor, whose hills and plains are gray with hoar antiquity. What is the object of their search? Not the shining nugget or the ore which will yield its hidden treasure only to the pressure of machinery, but the mould- covered and musty papyrus — some buried and long- forgotten manuscript that may seem to bridge again the gulf which separates the old world from the new. Perhaps there may be some here who would not give [1.5] much for racb treaaare-trove, but none the leu ii it true that the explorers in Egypt and eliewhere are adding, like the mining engineer, to the sum of the world '8 wealth; to it* opportunities of knowing itself, its past history, and the story of its previous intellec- tual efforts. And BO room may be found under practically the same roof for science on the one hand, and, also, for literary studies, those branches which make it their business to investigate the origins of things — of lan- guages, of religions, of national customs, ideas, and in- stitutions. All nations haveneedof the "scholar class," the men who stand for ideas and ideals, who are eager to join in the search for truth and to proclaim it fear- lessly. The one thing needful is that all investigations, literary and scientific alike, be carried on in the spirit of the maxim laid dovn by the late M. Gaston Paris : "I profess absolutely and without reserve this doc- trine, that the sole object of science is truth, and truth for its own sake, without regard to consequences, good or evil, happy or unhappy. He who through patriotic, religious, or even moral motives, allows himself in re- gard to the facts which he investigates, or the conclu- sions which he draws from them, the smallest dissimu- lation, the slightest variation of standard, is not worthy to have a place in the great laboratory where honesty is a more indispensable title to admission than ability. Thus understood, common studies, pursued in the same spirit in all civilized countries, form — above restricted and too often hostile nationalities — a grande patrie which is stained by no war, menaced [16] by no conqueror, and where our eonU find the reet and communion which was given them in other days by the City of God." And now, as specially representing Oxford, I should like to say a word or two of the feeling of unity which may well bind univareities in other parts of the Eng- lish-speaking worl'" to that which may be called the "old gray mothei of them all." There is a popular notion on this continent that Oxford is an anarciiron- ism, used up and out of date, and that it exists only for the purpose of providing the sister university of Cam- bridge with a partner for the boat race and the univer- sity cricket match. Much of this is due to the gentle irony of Matthew Arnold, who spoke lightly (knowing that he would not be misunderstoo'l by his friends) of Oxford as being "steeped in prejudico and port;" and who apostrophized the university as "the home of lost causes, impossible loyalties, and forsaken beliefs." The current view is, however, surely a heavy penalty for Oxford to pay for not giving special prominence to those branches of technical or professional study which are so greatly praised in America, on the ground not only of their intrinsic excellence, but also for the practical reason that they afford a speedy means of obtaining a livelihood, and that they contribute also to develop the material resources of the country. It is no reproach to Oxford to admit that her chief glory centers round those literary and humanistic studies, of which it may be said in brief that their main value lies in the fact that they are followed not only for their [17] own take, not only as endii in themselvei, but also be- cause tbey enter, and mast ever continae to enter into all the other branches of a university ourricnlam. Oxford does not neglect science, although oiroom- stances prevent Oxford from cultivating all branches of science. Wha she recognizes is the fact that let- ters are as necessary to civilization as science, and that science will only thrive and exist in an intellectual atmosphere where literature also flourishes. For these two grow from one root. I listened with interest to what President Van Hise said in np])reciBtton of the advantages of the residen- tial system at our great English universities. There are many who acknowledge their indebtedness to that system for a degree of what I may call social expe- rieniie to which thev might not otherwise have attained, fiut, besides being a great school of manners, Oxford has realized the ideal which your own Mr. Lowell set before American colleges in his memorable oration at the Harvard celebration, when he said that he "would rather the college should turn out one of Aris- totle's four square men, capable of holding his own in whatever f eld he may be cast, than a score of lop-sided ones, developed abnormally in one direction;" and when he defined the general purposes of college edu- cation as being "to set free, to supple, and to train the fnculties in such wise as shall make them most elec- tive for whatever task in life may aftarwards be set them — for the duties of life -ather than for its busi- ness; and to open windows ori every side of the mind where thickness of wall does not prevent it." [18] October of this year wi'l see the flrit additioM from American collegei to the ranks of Oxford atudent* under the termi of the Rhodes Bequest. It may be in order to offer a word or two on that much-discussed topic. Let me first recall the words of Mr. Rhodes' will. He stated in express terms that his desire was "to encourage and foster an appreciation of the ad- vantages which will result from the union of the Eng- lish-speaking peoples throughout the world, and to encourage in the students of the United States of America, who will benefit from the Americon scholar- ships, an attachment to the country from which they have sprung without withdrawing them or their sym- pathies from the land of their adoption or l