It follows, as a natural consequence, from these facts, that we enjoyed here to a high degree what I have described as integrity in education. Sensationalism of any kind has always been foreign to the system here. It must perish in such an atmosphere. We had instruction which was real and solid, which conceded nothing to show and sacrificed nothing to applause. We learned to work patiently for real and enduring results. We learned the faith that what is genuine must outlast and prevail over what is meretricious. We learned to despise empty display. We had also a discipline which was complete and sufficient, but which was attained without friction. There was no sentimentality, no petting, no affectation of free and easy manners. Discipline existed because it was necessary, and it was smooth because it was reasonable.

Now there is nothing to which people apply more severe criticism, as they grow old, than to their education. They find the need of it every day, and they have to ask whether it was sufficient and suited to the purpose or not. It is because we find, I think, that our education here does stand this test that we are able to meet here on an occasion like this with genuine interest and sympathy. The years in their flight have scattered us and brought us weighty cares and new interests. We could not lay these aside to come back here for purposes of mere sentiment, or to repeat conventional phrases. We meet on the ground of grateful recollection of benefits received, benefits which we can specify and weigh and measure.

This school must be regarded as a local institution. It belongs to this city and its advantages are offered to the young people who grow up here. I have referred to the exceptional wisdom and enlightenment which presided over its foundation and have nourished its growth. In conclusion, let me refer to what concerns its present and its future. We are reminded by all we see about us here that its building and its appliances are far better than they were in our day. Its prosperity bears witness to its present good management. But, gentlemen, these good things are not to be preserved without vigilance and labor. The same wisdom and enlightenment must preside over the future as over the past. I doubt not that the value of this institution to your city is so fully appreciated, and the methods by which it has been developed are so well understood, that any peril to it or to them would arouse your earnest efforts for its defence. Keep it as it has been, devoted to correct objects by sound methods. Sacrifice nothing to the éclat of hasty and false success. Concede nothing to the modern quackery of education. Resist the specious schemes of reckless speculators on educational theories. It is not to be expected that you can escape these dangers any more than other people, and you have to be on your guard against them. You want here an educational institution which shall, in its measure, instruct your children in the best science and thought of the day. You want it to make them masters of themselves and of their powers. You want it to make them practical in the best and only true sense, by making them efficient in dealing intelligently with all the problems of life. The country needs such citizens to-day. The state needs them. Your city needs them. They are needed in all the trades and professions. You must look to such institutions as this to provide them, and you must keep it true to its methods and purpose if you want it to turn out men of moral courage, high principle, and devotion to duty.

DISCIPLINE

It occurs very frequently to a person connected as a teacher with a great seat of learning to meet persons who, having completed a course of study and having spent a few years in active life, are led to make certain reflections upon their academical career. There is a great uniformity in the comments which are thus made, so far as I have heard them, and they enforce upon me certain convictions. I observe that an academical life is led in a community which is to a certain extent closed, isolated, and peculiar. It has a code of its own as well for work as for morals. It forms a peculiar standpoint, and life, as viewed from it, takes on peculiar forms and peculiar colors. It is scarcely necessary to add that the views of life thus obtained are distorted and incorrect.

I should not expect much success if I should undertake to correct those views by description in words. It is only in life itself, that is, by experience, that men correct their errors. They insist on making experience for themselves. They delude themselves with hopes that they are peculiar in their persons and characters, or that their circumstances are peculiar, and so that in some way or other they can perpetrate the old faults and yet escape the old penalties. It is only when life is spent that these delusions are dispelled and then the power and the opportunity to put the acquired wisdom to practice is gone by. Thus the old continually warn and preach and the young continually disregard and suffer.

Although I could not expect better fortune than others if I should thus preach, yet there are some things which, as I have often been led to think, young men in your situation might be brought to understand with great practical advantage, and which, if you did understand them, and act upon them, would save you from the deepest self-reproach and regret which I so often hear older men express; and the present occasion seems a better one than I can otherwise obtain, for presenting those things. I allude to some wider explanations of the meaning and purpose of academical pursuits. I do not mean theories of education about which people dispute, but I mean the purposes which any true education has in view, and the responsibilities it brings with it. It surely is not advisable that men of your age should pursue your education as a mere matter of routine, learning prescribed lessons, performing enforced tasks, resisting, unintelligent, and uninterested. Such an experience on your part would not constitute any true education. It would not involve any development of capability in you. It could only render you dull, fond of shirking, slovenly in your work, and superficial in your attainments. Unless I am greatly mistaken, some counteraction to such a low and unworthy conception of academical life may be secured by showing its relation to real life, and attaching things pursued here to practical and enduring benefits. I have known men to get those benefits without knowing it; and I believe that you would get them better if you got them intelligently, and that you would appreciate them better if you got them consciously.

In the first place, it will be profitable to look at one or two notions in regard to the purpose of education which do not seem to be sound. One is that it is the purpose of education to give special technical skill or dexterity and to fit a man to get a living. We may admit at once that the object of study is to get useful knowledge. It was, indeed, the error of some old systems of academical pursuits that they gave only a special dexterity and that too in such a direction as the making of Greek and Latin verses, which is a mere accomplishment and not a very good one at that. It must be ranged with dancing and fencing; it is not as high as drawing, painting, or music. There is, moreover, a domain in which special technical training is proper. It is the domain of the industrial school, for giving a certain theoretical knowledge of persons who will be engaged for life in the mechanic arts. With this limitation, however, we have at once given to us the bounds which preclude this notion from covering the true conception of an academic career. It does not simply provide technical training for a higher class of arts which require longer preparation. You know that this conception is widely held through our American community, and that it is laid down with great dogmatic severity by persons who sometimes, unfortunately, are in a position to turn their opinions into law. It is one of the great obstacles against which all efforts for higher education amongst us have to contend.

I pass on, however, to another opinion just now much more fashionable and held by people who are, at any rate, much more elegant than the supporters of the view just mentioned, that is, the opinion that what we expect from education is “culture.” Culture is a word which offers us an illustration of the degeneracy of language. If I may define culture, I have no objection to admitting that it is the purpose of education to produce it; but since the word came into fashion, it has been stolen by the dilettanti and made to stand for their own favorite forms and amounts of attainments. Mr. Arnold, the great apostle, if not the discoverer, of culture, tried to analyze it and he found it to consist of sweetness and light. To my mind, that is like saying that coffee is milk and sugar. The stuff of culture is all left out of it. So, in the practice of those who accept this notion, culture comes to represent only an external smoothness and roundness of outline without regard to intrinsic qualities.