“They have twofold value--their service to the individual and their service to the state. It is by the study of the history of opinion, by the scrutiny of mental phenomena, and by the discussion of ethical principles, that religious and moral character is to be developed. The hours of reflection are redeemed from barrenness and made fruitful, like sand-plains irrigated by mountain-streams, when they are pervaded by the perennial currents which flow from the lofty heights of philosophy and religion. Above all other educational subjects in importance stands philosophy, the exercise of reason upon those manifold and perplexing problems of existence which are as old as humanity and as new as the nineteenth century. For its place in a liberal education no substitute need apply. What is true of the moral sciences in reference to individual character may be said of the historical and political sciences in relation to the state. That nation is in danger of losing its liberties, and of entering upon a period of corruption and decay, which does not keep its eye steadily fixed on the experience of other nations, and does not apply to its own institutions and laws the lessons of the past. The evils we complain of, the burdens we carry, the dangers we fear, are to be met by the accumulated experience of other generations and of other climes.” Yet this distinguished teacher would not, like some men of equal note but less breadth of character, have the college student restrict himself to these departments of study. He shows himself abreast of the times when he says: