But a remedy has been provided, and we are ourselves to blame if we do not avail ourselves of it to the fullest extent. Europe erected its Universities, and called them the homes of the Liberal Arts, and determined that between the slavery of the school and the routine of practical life every man should have at least three years of freedom. What Socrates and his great pupil Plato had done for the youth of Greece,[20] these new academies were to do for the youth of Italy, France, England, Spain, and Germany; and, though with varying success, they have done it. The mediæval and modern Universities have been from century to century the homes of free thought. Here the most eminent men have spent their lives, not merely in retailing traditional knowledge, as at school, but in extending the frontiers of science in all directions. Here, in close intercourse with their teachers, or under their immediate guidance, generation after generation of boys, fresh from school, have grown up into men during the three years of their academic life. Here, for the first time, each man has been encouraged to dare to be himself, to follow his own tastes, to depend on his own judgment, to try the wings of his mind, and, lo, like young eagles thrown out of their nest, they could fly. Here the old knowledge accumulated at school was tested, and new knowledge acquired straight from the fountain-head. Here knowledge ceased to be a mere burden, and became a power invigorating the whole mind, like snow which during winter lies cold and heavy on the meadows, but when it is touched by the sun of spring melts away, and fructifies the ground for a rich harvest.
That was the original purpose of the Universities; and the more they continue to fulfil that purpose the more will they secure to us that real freedom from tradition, from custom, from mere opinion and superstition, which can be gained by independent study only; the more will they foster that "human development in its richest diversity" which Mill, like Humboldt, considered as the highest object of all society.
Such academic teaching need not be confined to the old Universities. There is many a great University that sprang from smaller beginnings than your Midland Institute. Nor is it necessary, in order to secure the real benefits of academic teaching, to have all the paraphernalia of a University, its colleges and fellowships, its caps and gowns. What is really wanted are men who have done good work in their life, and who are willing to teach others how to work for themselves, how to think for themselves, how to judge for themselves. That is the true academic stage in every man's life, when he learns to work, not to please others, be they schoolmasters or examiners, but to please himself, when he works from sheer love of work, and for the highest of all purposes, the conquest of truth. Those only who have passed through that stage know the real blessings of work. To the world at large they may seem mere drudges—but the world does not know the triumphant joy with which the true mountaineer, high above clouds and mountain walls that once seemed unsurpassable, drinks in the fresh air of the High Alps, and away from the fumes, the dust, and the noises of the city, revels alone, in freedom of thought, in freedom of feeling, and in the freedom of the highest faith.
F. Max Müller.
FOOTNOTES:
[1] An Address delivered on the 20th October, before the Birmingham and Midland Institute.
[2] Mill tells us that his Essay "On Liberty" was planned and written down in 1854. It was in mounting the steps of the Capitol in January, 1855, that the thought first arose of converting it into a volume, and it was not published till 1859. The author, who in his Autobiography speaks with exquisite modesty of all his literary performances, allows himself one single exception when speaking of his Essay "On Liberty." "None of my writings," he says, "have been either so carefully composed or so sedulously corrected as this." Its final revision was to have been the work of the winter of 1858 to 1859 which he and his wife had arranged to pass in the South of Europe, a hope which was frustrated by his wife's death. "The 'Liberty,'" he writes, "is likely to survive longer than anything else that I have written (with the possible exception of the 'Logic'), because the conjunction of her mind with mine has rendered it a kind of philosophic textbook of a single truth, which the changes progressively taking place in modern society tend to bring out into stronger relief: the importance, to man and society, of a large variety of character, and of giving full freedom to human nature to expand itself in innumerable and conflicting directions."
[3] Herzen defined Nihilism as "the most perfect freedom from all settled concepts, from all inherited restraints and impediments which hamper the progress of the Occidental intellect with the historical drag tied to its foot."
[4] Ueber die Akademische Freiheit der Deutschen Universitäten, Rede beim Antritt des Rectorats an der Friedrich-Wilhelms-Universität in Berlin, am 15 October 1877, gehalten von Dr. H. Helmholtz.
[5] Ueber eine Akademie der Deutschen Sprache, p. 34. Another keen observer of English life, Dr. K. Hillebrand, in an article in the October number of the Nineteenth Century, remarks: "Nowhere is there greater individual liberty than in England, and nowhere do people renounce it more readily of their own accord."