A PLEA FOR PURE SCIENCE 599 



there can be no mistake. If our aim in life is wealth, let us honestly 

 engage in commercial pursuits, and compete with others for its posses- 

 sion; but if we choose a life which we consider higher, let us live up to 

 it, taking wealth or poverty as it may chance to come to us, but letting 

 neither turn us aside from our pursuit. 



The work of teaching may absorb the energies of many; and, indeed, 

 this is the excuse given by most for not doing any scientific work. But 

 there is an old saying, that where there is a will there is a way. Few 

 professors do as much teaching or lecturing as the German professors, 

 who are also noted for their elaborate papers in the scientific journals. 

 I myself have been burdened down with work, and know what it is; and 

 yet I here assert that all can find time for scientific research if they 

 desire it. But here, again, that curse of our country, mediocrity, is 

 upon us. Our colleges and universities seldom call for first-class men 

 of reputation, and I have even heard the trustee of a well-known college 

 assert that no professor should engage in research because of the time 

 wasted. I was glad to see. soon after, by the call of a prominent scientist 

 to that college, that the majority of the trustees did not agree with him. 



That teaching is important goes without saying. A successful teacher 

 is to be respected: but if he does not lead his scholars to that which is 

 highest, is he not blameworthy? We are, then, to look to the colleges 

 and universities of the land for most of the work in pure science which 

 is done. Let us therefore examine these latter, and see what the pros- 

 pect is. 



One, whom perhaps we may here style a practical follower of Euskin, 

 has stated that while in this country he was variously designated by the 

 title of captain, colonel, and professor. The story may or may not be 

 true, but we all know enough of the customs of our countrymen not to 

 dispute it on general principles. All men are born equal: some men 

 title of captain, colonel, and professor. The story may or may not be 

 The logic is conclusive; and the same kind of logic seems to have been 

 applied to our schools, colleges, and universities. I have before me the 

 report of the commissioner of education for 1880. According to that 

 report, there were 389/ or say, in round numbers, 400 institutions, call- 

 ing themselves colleges or universities, in our country! We may well 

 exclaim that ours is a great country, having more than the whole world 

 beside. The fact is sufficient. The whole earth could hardly support 

 such a number of first-class institutions. The curse of mediocrity must 



J 364 reported on, and 25 not reported. 



