168 THE UNIVERSITY 



in every civilized community. The problem is: How can the 

 university make of itself the most efficient instrument for giving, 

 with or without professional training (in which latter I include of 

 course the profession of teacher) the enthusiasm and proper training 

 for research, the latter being recognized as the most important of 

 all, the sine qua non of university training? The injection of the 

 transfiguring ideality of which I have spoken above into university 

 teaching in all its ramifications is a process necessary in every country 

 that maintains a complete system of education, and must be carried 

 out by each country in its own way. In some it is practically ac- 

 complished already, in others hardly begun. The many other speci- 

 fic problems which confront the universities are, in my opinion, all 

 subsidiary to this, and the solution of each of them but a different 

 way to this end. 



I have spoken thus far as though but one type of university ex- 

 isted, a type more closely resembling the German than any other, 

 yet not German because of the inclusion in it of the technical schools, 

 which in Germany are separate from the "' universities," with their 

 time-honored " four faculties " of theology, law, medicine, and 

 philosophy (though in some German universities we find, as is well 

 know r n, a subdivision of one or another faculty). This I have done 

 to avoid confusion; and it seems necessary now to explain that so 

 far as I know no university of exactly this type exists anywhere in 

 the world. Certainly not in the United States, because those few 

 which include the " four faculties " include also " undergraduate 

 colleges," the aim of which, while not contrary to the ideal of the 

 university, is not coincident with it, but rather preparatory and con- 

 ducive to it. Not in England, where the " university " is either 

 a group of colleges which do almost all the teaching, or merely an 

 examining body, or as yet merely an incomplete institution consist- 

 ing chiefly of technical schools; and not on the Continent of Europe, 

 because there the technical schools are still separate institutions. 

 Yet the ideal which I have tried to formulate is pursued in England, 

 in the United States, and on the Continent of Europe, and in other 

 parts of the world. By " university " in the United States I mean 

 so much of one of our complex and heterogeneous institutions as 

 trains for the work of research of an advanced character, whether 

 coupled or not with' professional instruction, to which training are 

 admitted only those w r ho have had a previous training roughly to 

 be estimated, in accordance with American custom, by the bacca- 

 laureate degree or its equivalent. This part of such an institution 

 has to solve " university problems;" or rather, the institution as 

 a whole has to solve them for that much of itself, along with many 

 others which affect other portions of its complex organism. These 

 questions are thus made much more difficult of solution for American 



