more rapidly even than population and wealth, we must, if we hope to stand in the front ranks of those who know, keep pace with the onward movement of mind. To turn away from this outburst of splendor and power; to look back to pagan civilization or Christian barbarism,--is to love darkness more than light. Aristotle is a great mind, but his learning is crude and his ideas of Nature are frequently grotesque. Saint Thomas is a powerful intellect; but his point of view in all that concerns natural knowledge has long since vanished from sight. What poverty of learning does not the early medieval scheme of education reveal; and when in the twelfth century the idea of a university rises in the best minds, how incomplete and vague it is! Amid the ruins of castles and cathedrals we grow humble, and think ourselves inferior to men who thus could build. But they were not as strong as we, and they led a more ignorant and a blinder life; and so when we read of great names of the past, the mists of illusion fill the skies, and our eyes are dimmed by the glory of clouds tinged with the splendors of a sun that has set. Certainly a true university will be the home both of ancient wisdom and of new learning; it will teach the best that is known, and encourage research; it will stimulate thought, refine taste, and awaken the love of excellence; it will be at once a scientific institute, a school of culture, and a training ground for the business of life; it will educate the minds that give direction to the age; it will be a nursery of ideas, a centre of influence. The good we do men is quickly lost, the truth we leave them remains forever; and therefore the aim of the best education is to enable students to see what is true, and to inspire them with the love of all truth. Professional knowledge brings most profit to the individual; but philosophy and literature, science and art, elevate and refine the spirit of the whole people, and hence the university will make culture its first aim, and its scope will widen as the thoughts and attainments of men are enlarged and multiplied. Here if anywhere shall be found teachers whose one passion is the love of truth, which is the love of God and of man; who look on all things with a serene eye; who bring to every question a calm, unbiased mind; who, where the light of the intellect fails, walk by faith and accept the omen of hope; who understand that to be distrustful of science is to lack culture, to doubt the good of progress is to lack knowledge, and to question the necessity of religion is to want wisdom; who know that in a God-made and God-governed world it must lie in the nature of things that reason and virtue should tend to prevail, in spite of the fact that in every age the majority of men think foolishly and act unwisely. How divine is not man's apprehensive endowment! When we see beauty fade, the singer lose her charm, the performer his skill, we feel no commiseration; but when