offers to lead the pupil. He still travels daily in this same path. The pupil, on his part, is free to choose his teacher and his subjects of research; and his freedom is secured, as much as possible, against license by his having been prepared for freedom through the rigorous training, under law, of the secondary education, and through the example and inspiration of his teacher and of the entire community of which he forms a part. He must learn to "know from experience," as says Professor von Sybel, "what is the meaning of emancipation of the individual mind, scientific thoroughness, and free depth of thought."
Such freedom in scientific research and teaching as the university uses to attain its end of the highest scientific culture is not, however, to be considered as separable from character. For, in the words of another German professor, " genuine science is the foundation of genuine freedom of spirit. Universities are, therefore, places for the formation of genuine freedom of spirit. They could not be this if they were directed in a one-sided way to the setting free and forming of intelligence. Freedom of spirit without the formation of character is not conceivable. Only the unity of the formation of intelligence and character is genuine freedom of spirit."
The true end of the university is, then, the highest scientific culture of the individual, and its peculiar
