The Teacher and the State 61 



usual, embarrassed for reply. We might begin to think 

 again of examinations, happily now forever past; and 

 only at the last might we fall back upon the general 

 buoyancy of youth and find there, perhaps, the most ob- 

 vious reason why, for us to-day, the fields and skies are 

 fair. 



This is commencement. But in one sense it is differ- 

 ent from the thousand similar events which everywhere 

 for school and college divide with the roses the glory of 

 this lovely month of June. In the college world, gener- 

 ally, men come up to claim diplomas, position among ed- 

 ucated people; here, not educated only are these young 

 people, but educators; informed indeed, but ready to 

 share their knowledge instantly on demand ; the day, the 

 hour, the ceremony significant of much. Here is a double 

 relation ; past and future, to be sure, but unusual in that 

 past and future are thus in singular fashion joined. 

 Men and women who have enjoyed the hospitality of 

 the commonwealth now go forth in peculiar sense, to 

 serve it. 



Your speaker has no thought to be intrusive; he is 

 merely an onlooker in this fascinating scene. But, if you 

 please, he may attempt to answer for you the significance 

 of the day by discussing briefly this double relation of 

 the teacher and the state, receiving and giving. 



Education is said to be a great, but very ordinary, 

 means to a great, but very ordinary, end. It is all so 

 ordinary that we forget sometimes the mystery that it 

 holds. We are richer to-day; but what is our added 

 wealth? We are happier; wherein our blessedness ac- 

 quired? We are quicker and smarter; of what kind is 



