[1] "Quamvis enim melius sit bene facere quam nosse, prius tamen est nosse quam facere."--"Karoli Magni Regis Constitutio de Scholis per singula Episcopia et Monasteria instituendis," addressed to the Abbot of Fulda. Baluzius, _Capitularia Regum Francorum_, T. i., p. 202. [2] Inaugural Address delivered to the University of St. Andrew, February 1, 1867, by J. S. Mill, Rector of the University (pp. 32, 33). [3] _Suggestions for Academical Organisation, with Especial Reference to Oxford_. By the Rector of Lincoln. [4] Goethe, _Zahme Xenien, Vierte Abtheilung_. I should be glad to take credit for the close and vigorous English version; but it is my wife's, and not mine. IX ADDRESS ON UNIVERSITY EDUCATION [1] [1876] The actual work of the University founded in this city by the well-considered munificence of Johns Hopkins commences to-morrow, and among the many marks of confidence and good-will which have been bestowed upon me in the United States, there is none which I value more highly than that conferred by the authorities of the University when they invited me to deliver an address on such an occasion. For the event which has brought us together is, in many respects, unique. A vast property is handed over to an administrative body, hampered by no conditions save these:--That the principal shall not be employed in building: that the funds shall be appropriated, in equal proportions, to the promotion of natural knowledge and to the alleviation of the bodily sufferings of mankind; and, finally, that neither political nor ecclesiastical sectarianism shall be permitted to disturb the impartial distribution of the testator's benefactions. In my experience of life a truth which sounds very much like a paradox has often asserted itself: namely, that a man's worst difficulties begin when he is able to do as he likes. So long as a man is struggling with obstacles he has an excuse for failure or shortcoming; but when fortune removes them all and gives him the power of doing as he thinks best, then comes the time of trial. There is but one right, and the possibilities of wrong are infinite. I doubt not that the trustees of the Johns Hopkins University felt the full force of this truth when they entered on the administration of their trust a year and a half ago; and I can but admire the activity and resolution which have enabled them, aided by the able president whom they have selected, to lay down the great outlines of their plan, and carry it thus far into execution. It is impossible to study that plan without perceiving that great care, forethought, and sagacity, have been bestowed upon it, and that it demands the most respectful consideration. I have been endeavouring to ascertain how far the principles which underlie it are in accordance with those which have been established in my own mind by much and long-continued thought upon educational questions. Permit me to place before you the result of my reflections.