advantage, and which, if you did understand them, and act upon them, would save you from the deepest self-reproach and regret which I so often hear older men express; and the present occasion seems a better one than I can otherwise obtain, for presenting those things. I allude to some wider explanations of the meaning and purpose of academical pursuits. I do not mean theories of education about which people dispute, but I mean the purposes which any true education has in view, and the responsibilities it brings with it. It surely is not advisable that men of your age should pursue your education as a mere matter of routine, learning prescribed lessons, performing enforced tasks, resisting, unintelligent, and uninterested. Such an experience on your part would not constitute any true education. It would not involve any development of capability in you. It could only render you dull, fond of shirking, slovenly in your work, and superficial in your attainments. Unless I am greatly mistaken, some counteraction to such a low and unworthy conception of academical life may be secured by showing its relation to real life, and attaching things pursued here to practical and enduring benefits. I have known men to get those benefits without knowing it; and I believe that you would get them better if you got them intelligently, and that you would appreciate them better if you got them consciously.
In the first place, it will be profitable to look at one or two notions in regard to the purpose of education which do not seem to be sound. One is that it is the purpose of education to give special technical skill or dexterity and to fit a man to get a living. We may admit at once that the object of study is to get useful knowledge. It was, indeed, the error of some old systems of academical pursuits that they gave only a special dexterity and that too in such a direction as the making of Greek and Latin verses, which is a mere accomplishment and not a very good one
