This is but one out of hundreds and thousands of cases to show how names and concepts which come to us by tradition must be submitted to very careful snuffing before they will yield a pure light. What I mean by academic teaching and academic study is exactly this process of snuffing, this changing of traditional words into living words, this tracing of modern thought back to ancient primitive thought, this living, as it were, once more, so far as it concerns us, the whole history of human thought ourselves, till we are as little afraid to differ from Plato or Aristotle as from Comte or Darwin. Plato and Aristotle are, no doubt, great names; every schoolboy is awed by them, even though he may have read very little of their writings. This, too, is a kind of dogmatism that requires correction. Now, at University, a young student might hear the following, by no means respectful, remarks about Aristotle, which I copy from one of the greatest English scholars and philosophers:--"There is nothing so absurd that the old philosophers, as Cicero saith, who was one of them, have not some of them maintained; and I believe that scarce anything can be more absurdly said in natural philosophy than that which now is called Aristotle's Metaphysics; or more repugnant to government than much of that he hath said in his Politics; nor more ignorantly than a great part of his Ethics." I am far from approving this judgment, but I think that the shock which a young scholar receives on seeing his idols so mercilessly broken is salutary. It throws him back on his own resources; it makes him honest to himself. If he thinks the criticism thus passed on Aristotle unfair, he will begin to read his works with new eyes. He will not only construe his words, but try to reconstruct in his own mind the thoughts so carefully elaborated by that ancient philosopher. He will judge of their truth without being swayed by the authority of a great name, and probably in the end value what is valuable in Aristotle, or Plato, or any other great philosopher far more highly and honestly than if he had never seen them trodden under foot. But do not suppose that I look upon the Universities as purely iconoclastic, as chiefly intended to teach us how to break the idols of the schools. Far from it! But I do look upon them as meant to freshen the atmosphere which we breathe at school, and to shake our mind to its very roots, as a storm shakes the young oaks, not to throw them down, but to make them grasp all the more firmly the hard soil of fact and truth! "_Stand upright on thy feet_" ought to be written over the gate of every college, if the epidemic of uniformity and sequacity which Mill saw approaching from China, and which since his time has made such rapid progress Westward, is ever to be stayed.