nil UNIVERSITIES: ACTUAL AND IDEAL 205 



of knowledge, and discipline in the use of all the 

 methods by which knowledge is obtained. In 

 such a University, the force of living example 

 should fire the student with a noble ambition to 

 emulate the learning of learned men, and to follow 

 in the footsteps of the explorers of new fields of 

 knowledge. And the very air he breathes should 

 be charged with that enthusiasm for truth, that 

 fanaticism of veracity, which is a greater posses- 

 sion than much learning; a nobler gift than the 

 power of increasing knowledge; by so much 

 greater and nobler than these, as the moral nature 

 of man is greater than the intellectual; for ve- 

 racity is the heart of morality. 



But the man who is all morality and intellect, 

 although he may be good and even great, is, after 

 all, only half a man. There is beauty in the 

 moral world and in the intellectual' world; but 

 there is also a beautv which is neither moral nor 

 intellectual — the beautv of the world of Art. 

 There are men who are devoid of the power of 

 seeing it, as there are men who are born deaf and 

 blind, and the loss of those, as of these, is simply 

 infinite. There are others in whom it is an over- 

 powering passion; happy men, born with the pro- 

 ductive, or at lowest, the appreciative, genius of 

 the Artist. But, in the mass of mankind, the 

 ^Esthetic faculty, like the reasoning power and the 

 moral sense, needs to be roused, directed, and cul- 

 tivated; and I know not why the development of 



