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 truths. He has variety, breadth, and definiteness of knowledge, and, hence, is able more wisely to play his part in the state. He is the conservator and transmitter of the thought of the ages. From his acquaintance with the past he may interpret the present. By his own activity and invention he may add to the store of wisdom and the progress of civilization. He is able to view broadly the field of knowledge. He should judge wisely of events, and be able to sift useless details from essential truths. Upon him rests the responsibility of having many talents committed to his charge; he must gain other talents.

But this educated power is not to be merely self-centred. In these days no man is privileged to live an unproductive life. The development of his nature and the enjoyment of his powers is every man's right; but mere serene pleasure in exalted thought and feeling, as sought by the mediæval recluse, in an age when ideals must be followed by action, when utility is yoked to philosophy, is no longer tolerable in scholar or saint. The world demands the best expression of every man's best ability. The educated man should be a man of action and influence. If he chooses literature, he must give mankind the result of his deepest insight. If he chooses science, he enters a vast field, and the world expects of the trained specialist some fresh contribution to knowledge or skillful application in using the forces of nature. If he chooses teaching, he holds his only valid commission from the wise men of all ages. He is a mediator between the whole world of intellectual and moral wisdom and the needs of the plastic mind, and he is in large degree responsible for the shape it assumes and its beauty