has blessed their children, unto the third and fourth generation, by his presence among them. But let us not judge hastily. This strange exaction does not result so much from the meanness of the parents, as from their intellectual limitations. To these parents the hours passed in school are schooling; the rest does not count. The rest may be pleasant and valuable, but it is not education. In the same way, the professional and business classes in America do not see any point in paying salaries to professors who are to make researches, or write books, or think beautiful thoughts. The influence which an eminent man sheds about him by his very existence, the change in tone that comes over a rude person through his once seeing the face of a scholar, the illumination of a young character through contact with its own ideals--such things are beyond the ken of the average American citizen to-day. To him, they are fables, to him they are foolishness. The parent of our college lad is a farmer compared to the parent of the European lad. The American parent regards himself as an enlightened being--yet he has not, in these matters, an inkling of what enlightenment is. Now, the intelligence of that parent must be reached; and the learned classes must do the work of reaching it. The Fathers of the Christian church made war with book and speech on Paganism. The leaders of the Reformation went out among the people and made converts. The patriots of the American Revolution--nay, the fathers of modern science, Tyndal, Huxley, Louis Agaziz, Helmholtz--wrote popular books and sought to interest and educate the public by direct contact. Then let the later-coming followers in learning imitate this popular activity of the old leaders: we need a host of battlers for the cause. For whom do these universities exist, after all? Is it not for the people at large? Are not the people the ultimate beneficiaries? Then why should the people not be immediately instructed in such manner as will lead to their supporting true universities? It is hard to say why our professors are so timid. Perhaps too great a specialization in their own education has left them helpless, as all-around fighters. But the deeper reason seems to be a moral one; they think such activity is beneath them. It is not beneath them. Whatever be a man’s calling, it is not beneath him to make a fight for the truth. As for a professor’s belonging to a mystic guild, no man’s spiritual force is either increased or diminished by the name he calls his profession. Learning is their cause, and every honest means to promote learning should be within their duty. Nor does duty alone make this call for publicity. Ambition joins in it; the legitimate personal ambition of making one’s mind and character felt in the world. This blow once struck means honor, and security of tenure in office, it means public power.