affairs, would disarrange nice customs, dishevel sound old proprieties, and step absentmindedly over the college halls. These, however, would be apprehensions hardly worthy of men prepared to stand to their own prerogatives and duties. If Mr. Roosevelt could lend signal aid in education he would hardly dispute that such a task would have its education for himself. And if students delight in his sturdy manhood, it would be a pity that the race of teachers should shudder at his somewhat carnivorous quality and taste for the jungle.
There is, to be sure, a delicacy of tone, a fine and deep cultivation of spirit, a sense of esthetic rectitude in things of detail, that one would gladly see set before "our young barbarians, all at play," in the chief person of their community. The fiery furnace of American public life is hardly the place to foster and finish such a product. Indeed this fine fleur—for the truth must be told—does not at present flourish abundantly in American life at all. Our scholarship has largely gone for training to Germany, custodian of the letter rather than of the spirit of culture; and there is something raw in the air at home. But in Mr. Roosevelt's passion for knowledge and for achievement, in the range of a certain information he has in science, history and letters, in the interest and respect he has always shown for the personalities of the men who advance these studies, there is much to contribute toward the first things needful, the foundation of university life.
It is obviously a grave consideration on the other hand that he has had no direct experience, except as a student, of educational affairs. This, however, as it happens, is bound up with the essential qualifications we have been considering. Senator Hoar remarks in his "Autobiography":