按键盘上方向键 ← 或 → 可快速上下翻页，按键盘上的 Enter 键可回到本书目录页，按键盘上方向键 ↑ 可回到本页顶部！
————未阅读完？加入书签已便下次继续阅读！
intellectual enterprise。 At least such is the current
apprehension of the university's work。 The university is the only
accepted institution of the modern culture on which the quest of
knowledge unquestionably devolves； and the visible drift of
circumstances as well as of public sentiment runs also to making
this the only unquestioned duty incumbent on the university。
It is true； many other lines of work； and of endeavor。 that
may not fairly be called work； are undertaken by schools of
university grade； and also； many other schools that call
themselves 〃universities〃 will have substantially nothing to do
with the higher learning。 But each and several of these other
lines of endeavor； into which the universities allow themselves
to be drawn； are open to question。 Their legitimacy remains an
open question in spite of the interested arguments of their
spokesmen； who advocate the partial submergence of the university
in such enterprises as professional training； undergraduate
instruction； supervision and guidance of。 the secondary school
system； edification of the unlearned by 〃university extension〃
and similar excursions into the field of public amusement；
training of secondary school teachers； encouragement of amateurs
by 〃correspondence；〃 etc。 What and how much of these extraneous
activities the university should allow itself is a matter on
which there is no general agreement even among those whose
inclinations go far in that direction； but what is taken for
granted throughout all this advocacy of outlying detail is the
secure premise that the university is in the first place a
seminary of the higher learning； and that no school can make good
its pretensions to university standing except by proving its
fitness in this respect。（4*）
The conservation and advancement of the higher learning
involves two lines of work； distinct but closely bound together：
（a） scientific and scholarly inquiry； and （b） the instruction of
students。（5*） The former of these is primary and indispensable。
It is this work of intellectual enterprise that gives its
character to the university and marks it off from the lower
schools。 The work of teaching properly belongs in the university
only because and in so far as it incites and facilitates the
university man's work of inquiry； and the extent to which such
teaching furthers the work of inquiry is scarcely to be
appreciated without a somewhat extended experience。 By and large；
there are but few and inconsequential exceptions to the rule that
teaching； as a concomitant of investigation； is distinctly
advantageous to the investigator； particularly in so far as his
work is of the nature of theoretical inquiry。 The instruction
necessarily involved in university work； therefore； is only such
as can readily be combined with the work of inquiry； at the same
time that it goes directly to further the higher learning in that
it trains the incoming generation of scholars and scientists for
the further pursuit of knowledge。 Training for other purposes is
necessarily of a different kind and is best done elsewhere； and
it does not become university work by calling it so and imposing
its burden on the men and equipment whose only concern should be
the higher learning。
University teaching； having a particular and special purpose
the pursuit of knowledge it has also a particular and
special character； such as to differentiate it from other
teaching and at the same time leave it relatively ineffective for
other purposes。 Its aim is to equip the student for the work of
inquiry； not to give him facility in that conduct of affairs that
turns such knowledge to 〃practical account。〃 Hence the
instruction that falls legitimately under the hand of the
university man is necessarily subsidiary and incidental to the
work of inquiry； and it can effectually be carried on only by
such a teacher as is himself occupied with the scrutiny of what
knowledge is already in hand and with pushing the inquiry to
further gains。 And it can be carried on by such a teacher only by
drawing his students into his own work of inquiry。 The student's
relation to his teacher necessarily becomes that of an apprentice
to his master； rather than that of a pupil to his schoolmaster。
A university is a body of mature scholars and scientists； the
〃faculty；〃 with whatever plant and other equipment may
incidentally serve as appliances for their work in any given
case。 The necessary material equipment may under modern
conditions be very considerable； as may also the number of
care…takers； assistants； etc。； but all that is not the
university； but merely its equipment。 And the university man's
work is the pursuit of knowledge； together with whatever advisory
surveillance and guidance he may consistently afford such
students as are entering on the career of learning at a point
where his outlook and methods of work may be of effect for them。
No man whose energies are not habitually bent on increasing and
proving up the domain of learning belongs legitimately on the
university staff。 The university man is； properly； a student； not
a schoolmaster。 Such is the unmistakable drift of sentiment and
professed endeavour； in so far as it is guided by the cultural
aspirations of civilized mankind rather than by the emulative
strategy of individuals seeking their own preferment。（6*）
All this； of course； implies no undervaluing of the work of
those men who aim to prepare the youth for citizenship and a
practical career。 It is only a question of distinguishing between
things that belong apart。 The scientist and the scholar on the
one hand； and the schoolmaster on the other hand； both belong
within the later growth of civilization； but a differentiation of
the two classes； and a division of their work； is indispensable
if they are to do their work as it should be done； and as the
modern community thoughtfully intends that it should be done。 And
while such a division of labour has hitherto not been carried
through with any degree of consistency； it is at least under way；
and there is nothing but the presumption of outworn usage that
continues to hold the two lines of work together； to the
detriment of both； backed； it is true； by ambitions of
self…aggrandizement on the part of many schools and many of their
directorates。
The schoolmaster and his work may be equally； or more；
valuable to the community at large presumably more rather than
less but in so far as his chief interest is of the pedagogical
sort his place is not in the un