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1866.] some knowledge of languages which touch it so nearly as the Latin and the Greek. Some knowledge of those languages should constitute, I think, a condition of matriculation. But the further prosecution of them should not be obligatory on the student once matriculated, though every encouragement be given and every facility afforded to those whose genius leans in that direction. The College should make ample provision for the study of ancient languages, and also for the study of the mathematics, but should not enforce those studies on minds that have no vocation for such pursuits. There is now and then a born philologer, one who studies language for its own sake,—studies it perhaps in the spirit of "the scholar who regretted that he had not concentrated his life on the dative case." There are also exceptional natures that delight in mathematics, minds whose young affections run to angles and logarithms, and with whom the computation of values is itself the chief value in life. The College should accommodate either bias, to the top of its bent, but should not enforce either with compulsory twist. It should not insist on making every alumnus a linguist or a mathematician. If mastery of dead languages is not an indispensable part of polite education, mathematical learning is still less so. Excessive requirements in that department have not even the excuse of intellectual discipline. More important than mathematics to the general scholar is the knowledge of history, in which American scholars are so commonly deficient. More important is the knowledge of modern languages and of English literature. More important the knowledge of Nature and Art. May the science of sciences never want representatives as able as the learned gentlemen who now preside over that department in the mathematical and presidential chairs. Happy will it be for the University if they can inspire a love for the science in the pupils committed to their charge. But where inspiration fails, coercion can never supply its place. If the mathematics shall continue to reign at Harvard, may their empire become a law of liberty.

I have ventured, fellow-graduates, to throw out these hints of University Reform, well aware of the opposition such views must encounter in deep-rooted prejudice and fixed routine; aware also of the rashness of attempting, within the limits of such an occasion, to grapple with such a theme; but strong in my conviction of the pressing need of a more emancipated scheme of instruction and discipline, based on the facts of the present and the real wants of American life. It is time that the oldest college in the land should lay off the prætexta of its long minority, and take its place among the universities, properly so called, of modern time.

One thing more I have to say while standing in this presence. The College has a duty beyond its literary and scientific functions,—a duty to the nation,—a patriotic, I do not scruple to say a political duty.

Time was when universities were joint estates of the realms they enlightened. The University of Paris was, in its best days, an association possessing authority second only to that of the Church. The faithful ally of the sovereigns of France against the ambition of the nobles and against the usurpations of Papal Rome, she bore the proud title of "The eldest Daughter of the King,"—La Fille aînée du Roi. She upheld the Oriflamme against the feudal gonfalons, and was largely instrumental in establishing the central power of the crown. In the terrible struggle of Philip the Fair with Boniface VIII., she furnished the legal weapons of the contest. She furnished, in her Chancellor Gerson, the leading spirit of the Council of Constance. In the Council of Bâle she