which　all　compete　for　the　acclamation　and　custom　of　those　to　whom
  these　matters　appeal。
  For　the　purposes　of　such　competition　the　effectual　prestige
  of　the　university　as　a　whole；　as　well　as　the　detail　prestige　of
  its　personnel；　is　largely　the　prestige　which　it　has　with　the
  laity　rather　than　with　the　scholarly　classes。　And　it　is　safe　to
  say　that　a　somewhat　more　meretricious　showing　of　magnitude　and
  erudition　will　pass　scrutiny；　for　the　time　being；　with　the　laity
  than　with　the　scholars。　Which　suggests　the　expediency　for　the
  university；　as　a　going　concern　competing　for　the　traffic；　to　take
  recourse　to　a　somewhat　more　tawdry　exhibition　of　quasi…scholarly
  feats；　and　a　somewhat　livelier　parade　of　academic　splendour　and
  magnitude；　than　might　otherwise　be　to　the　taste　of　such　a　body　of
  scholars　and　scientists。　As　a　business　proposition；　the
  meretricious　quality　inherent　in　any　given　line　of　publicity
  should　not　consign　it　to　neglect；　so　long　as　it　is　found
  effectual　for　the　end　in　view。
  Competitive　business　concerns　that　find　it　needful　to
  commend　themselves　to　a　large　and　credulous　body　of　customers；
  as；　e。　g。；　newspapers　or　department　stores；　also　find　it
  expedient　somewhat　to　overstate　their　facilities　for　meeting　all
  needs；　as　also　to　overstate　the　measure　of　success　which　they
  actually　enjoy。　Indeed；　much　talent　and　ingenuity　is　spent　in
  that　behalf；　as　well　as　a　very　appreciable　outlay　of　funds。　So
  also　as　touches　the　case　of　the　competitive　seminaries　of
  learning。　And　even　apart　from　the　exigencies　of　intercollegiate
  rivalry；　taken　simply　as　a　question　of　sentiment　it　is　gratifying
  to　any　university　directorate　to　know　and　to　make　known　that　the
  stock　of　merchantable　knowledge　on　hand　is　abundant　and
  comprehensive；　and　that　the　registration　and　graduation　lists
  make　a　brave　numerical　showing；　particularly　in　case　the
  directive　head　is　duly　imbued　with　a　businesslike　penchant　for
  tests　of　accountancy　and　large　figures。　It　follows　directly　that
  many　and　divers　bureaux　or　departments　are　to　be　erected；　which
  will　then　announce　courses　of　instruction　covering　all　accessible
  ramifications　of　the　field　of　learning；　including　subjects　which
  the　corps　of　instructors　may　not　in　any　particular　degree　be　fit
  to　undertake。　A　further　and　unavoidable　consequence　of　this
  policy；　therefore；　is　perfunctory　work。
  For　establishments　that　are　substantially　of　secondary　school
  character；　including　colleges　and　undergraduate　departments；　such
  a　result　may　not　be　of　extremely　serious　consequence；　since　much
  of　the　instruction　in　these　schools　is　of　a　perfunctory　kind
  anyway。　But　since　the　university　and　the　college　are；　in　point　of
  formal　status　and　of　administrative　machinery；　divisions　of　the
  same　establishment　and　subject　to　the　same　executive　control；　and
  since；　under　competitive　business　principles；　the　collegiate
  division　is　held　to　be　of　greater　importance；　and　requires　the
  greater　share　of　attention；　it　comes　about　that　the　college　in
  great　measure　sets　the　pace　for　the　whole；　and　that　the
  undergraduate　scheme　of　credits；　detailed　accountancy；　and
  mechanical　segmentation　of　the　work；　is　carried　over　into　the
  university　work　proper。　Such　a　result　follows　more　consistently
  and　decisively；　of　course；　in　those　establishments　where　the　line
  of　demarkation　between　undergraduate　and　graduate　instruction　is
  advisedly　blurred　or　disregarded。　It　is　not　altogether　unusual
  latterly；　advisedly　to　efface　the　distinction　between　the
  undergraduate　and　the　graduate　division　and　endeavour　to　make　a
  gradual　transition　from　the　one　to　the　other。（5*）　This　is　done　in
  the　less　conspicuous　fashion　of　scheduling　certain　courses　as
  Graduate　and　Senior；　and　allowing　scholastic　credits　acquired　in
  certain　courses　of　the　upper…class　undergraduate　curriculum　to
  count　toward　the　complement　of　graduate　credits　required　of
  candidates　for　advanced　degrees。　More　conspicuously　and　with
  fuller　effect　the　same　end　is　sought　at　other　universities　by
  classifying　the　two　later　years　of　the　undergraduate　curriculum
  as　〃Senior　College〃；　with　the　avowed　intention　that　these　two
  concluding　years　of　the　usual　four　are　scholastically　to　lie
  between　the　stricter　undergraduate　domain；　now　reduced　to　the
  freshman　and　sophomore　years；　on　the　one　hand；　and　the　graduate
  division　as　such　on　the　other　hand。　This　〃Senior　College〃
  division　so　comes　to　be　accounted　in　some　sort　a　halfway　graduate
  school；　with　the　result　that　it　is　assimilated　to　the　graduate
  work　in　the　fashion　of　its　accountancy　and　control；　or　rather；
  the　essentially　undergraduate　methods　that　still　continue　to　rule
  unabated　in　the　machinery　and　management　of　this　〃senior　college〃
  are　carried　over　by　easy　sophistication　of　expediency　into　the
  graduate　work；　which　so　takes　on　the　usual；　conventionally
  perfunctory；　character　that　belongs　by　tradition　and　necessity　to
  the　undergraduate　division；　whereby　in　effect　the　instruction
  scheduled　as　〃graduate〃　is；　in　so　far；　taken　out　of　the　domain　of
  the　higher　learning　and　thrown　back　into　the　hands　of　the
  schoolmasters。　The　rest　of　the　current　undergraduate　standards
  and　discipline　tends　strongly　to　follow　the　lead　so　given　and　to
  work　over　by　insensible　precession　into　the　graduate　school；
  until　in　the　consummate　end　the　free　pursuit　of　learning　should
  no　longer　find　a　standing…place　in　the　university　except　by
  subreption　and　dissimulation；　much　after　the　fashion　in　which；　in
  the　days　of　ecclesiastical　control　and　scholastic　lore；　the
  pursuit　of　disinterested　knowledge　was　constrained　to　a　shifty
  simulation　of　interest　in　theological　speculations　and　a
  disingenuous　formal　conformity　to　the　standards　and　methods　that
  were　approved　for　indoctrination　in　divinity。
  Perfunctory　work　and　mechanical　accountancy　may　be
  sufficiently　detrimental　in　the　undergraduate　curriculum；　but　it
  seems　altogether　and　increasingly　a　matter　of　course　in　that
  section；　but　it　is　in　the　graduate　division　that　it　has　its
  gravest　consequences。　Yet　even　in　undergraduate　work　it　remains
  true；　as　it　does　in　all　education　in　a　degree；　that　the
  instruction　can　be　carried　on　with　best　effect　only　on　the　ground
  of　an　absorbing　interest　on　the　part　of　the　instructor；　and　he
  can　do　the　work　of　a　teacher　as　it　should　be　done　only　so　long　as
  he　continues　to　take　an　investigator's　interest　in　the　subject　in
  which　he　is　called　on　to　teach。　He　must　be　actively　engaged　in　an
  endeavour　to　extend　the　bounds　of　knowledge　at　the　point　where
  his　work　as　teacher　falls。　He　must　be　a　specialist　offering
  instruction　in　the　specialty　with　which　he　is　occupied；　and　the
  instruction　offered　can　reach　its　best　efficiency　only　in　so　far
  as　it　is　incidental　to　an　aggressive　campaign　of　inquiry　on　the
  teacher's　part。
  But　no　one　is　a　competent　specialist　in　many　lines；　nor　is
  any　one　competent　to　carry　on　an　assorted　parcel　of　special
  inquiries；　cut　to　a　standard　unit　of　time　and　volume。　One　line；
  somewhat　narrowly　bounded　as　a　specialty；　measures　the　capacity
  of　the　common　run　of　talented　scientists　and　scholars　for
  first…class　work；　whatever　side…lines　of　subsidiary　interest　they
  may　have　in　hand　and　may　carry　out　with　passably　creditable
  results。　The　alternative　is　schoolmaster's　task…work；　or　if　the
  pretense　of　advanced　learning　must　be　kept　up；　the　alternative
  which　not　unusually　goes　into　effect　is　amateurish　pedantry；　with
  the　charlatan　ever　in　the　near　background。　By　and　large；　if　the
  number　of　distinct　lines　of　instruction　offered　by　a　given
  departmental　corps　appreciably　exceeds　the　number　of　men　on　the
  staff；　some　of　these　lines　or　courses　will　of　necessity　be
  carried　in　a　perfunctory　fashion　and　can　only　give　mediocre
  results；　at　the　best。　What　practically　happens　at　the　worst　is
  better　left　under　the　cover　of　a　decent　reticence。
  Even　those　preferred　lines　of　instruction　which　in　their　own
  right　engage　the　serious　interest　of　the　instructors　can　get
  nothing　better　than　superficial　attention　if　the　time　and　energy
  of　the　instructors　are　dissipated　over　a　scattering　variety　of
  courses。　Good　work；　that　is　to　say　sufficiently　good　work　to　be
  worth　while；　requires　a　free　hand　and　a　free　margin　of　time　and
  energy。　If　the　number　of　distinct　lines　of　instruction　is
  relatively　large；　and　if；　as　happens；　they　are　distributed
  scatteringly　among　the　members　of　the　staff；　with　a　relatively
  large　as