“And Shakspere and Sophocles,” Henley con
eluded for him.
“Edison is an inventive genius
and Ford is a business genius. Genius has n’t any
thing to do with schools. The colleges, however
could have made both Ford and Edison bigger men
though they could n’t have made them lesser gen
iuses.
“No, we must not take the exceptional man as standard; we’ve got to talk about the average The hand of the Potter shook badly when he mad man. It was at best a careless job. But He mad some better than others, some a little less weak, little more intelligent. All in all, those are the me, that come to college. The colleges ought to do thousand times more for those men than they d do; but, after all, they do something for them, an( I am optimistic enough to believe that the tim will come when they will do more.
“Some day, perhaps,” he concluded very ser ously, “our administrative officers will be true edu cators; some day perhaps our faculties will be wis men really fitted to teach; some day perhaps ou students will be really students, eager to learn honest searchers after beauty and truth. That da will be the millennium. I look for the undergrac uates to lead us to it.”
