What Is Our Idea of a University? 115
ogy is simply Unphilosophical,” is far from his mind. And
that is one of the reasons why we do not agree with him on
all points, in French Canada.
Another difficulty arises upon examining this new doctrine.
Were it understood, first, that all elementary teaching of a
given subject, even leading to the baccalaureate, is no part of
university training, and second, that this elementary knowl-
edge is sufficient for the practice of a given profession, we
would be ready to admit the author’s idea. But there are
such things as doctorates and masteries of these branches of
learning, and why would these degrees not pertain to univer-
sity teaching?
Moreover, to me, scientific research which supposes a
thorough knowledge of a particular science and a fair knowl-
edge of others, is the very stamp of university work and it is
also considered as such by a majority.
But there is a point in the author’s argument where I
join him heartily and without restriction : it is when he recog-
nizes a leading rôle to philosophy in his new program. He
speaks of metaphysics: I speak of philosophy as a whole.
The aim of higher education is wisdom, does he say, and we
all know that philosophy is the school of wisdom. Here I
feel that we are touching the nucleus of this speech.
* * *
In our opinion, the study of philosophy is not only a pre-
paratory discipline for those who are attracted by higher
learning, it is a necessary guidance in the attainment of this
learning itself. The faculty of philosophy should act as a
sort of compensation bureau or “clearing house” in the
midst of the intermingling activities of all other faculties
and schools. It is evident that a course of philosophy which
would be a mere study of all intellectual errors and theories