What Is Our Idea of a University? 113
cal studies which are the fit and necessary completion of the
course of secondary teaching. And mind you, we do not un-
derstand philosophy as a mere perusal of all the philosophi-
cal doctrines known to the world; of course, we have to
analyze them because they explain, because they are wit-
nesses to the evolution of philosophical thought; but we do
a great deal more : we inculcate in the student a method of
thinking and a particular philosophical doctrine.
After this eight-year course, the qualified student obtains
his B.A. degree. Now, he may be allowed to register in one
of the leading faculties of the university (divinity, philoso-
phy, medicine, dental surgery, law), and he is ready for spe-
cialization. I do not speak of our faculties of sciences, engi-
neering, and higher commercial studies. Naturally, a B.A.
degree is always an official matriculation in any of these de-
partments, but other diplomas are accepted as well.
We are perfectly conscious that the traditional classical
course takes a long time and that the average student will
not get a livelihood before he is twenty-five. But we are so
deeply convinced that this is the only adequate preparation
for a university student that we will “stick to it,” thus fol-
lowing the advice of many presidents of American univer-
sities who would, if they could, exact from matriculating stu-
dents this safe and traditional standing. It is no easy task, I
assure you, to maintain it even among our Latin-minded
people, for every young man today is eager to make money.
But, to hurry is a mistake and to build a house on a poor
foundation would be of no avail.
* * *
Ladies and Gentlemen, what is a university in our day?
A seat of higher learning and research and professional
training as well. The modern tendency leans towards the