to with the utmost possible strictness. A theological seminary or medical school where freedom of instruction and learning is not regnant cannot become a proper part of a genuine university; it must remain of the nature of a sectional, or monastic and ecclesiastical, school.
It is chiefly because the German universities most worthily realize the ideal of the highest free and scientific culture that they are confessedly superior to all others,—confessedly, on the part of the most thoughtful and well-informed educators under rival systems. "The danger of France," says M. Renan of its university, "consists in this: we are becoming a nation of brilliant lecturers and fine writers." "It is," says Professor Pattison, of England, "as if our universities were destined only to teach in perfection the art of writing leading articles." No one, however, would for a moment think of implying what is involved in remarks like these with reference to the poorest German university; for every university in Germany, by its theory and custom alike, undertakes worthily to realize this admirable ideal.
Supposing that those upon whom falls the task of developing the American university have grasped the right conception, the actual attainment of the ideal will inevitably encounter many difficulties. They have certain problems before them which are embodied in hard matter-of-fact. No amount
