the line, there is a cry, "They fly! they fly!" and the whole army advances, and the flag is planted on an ancient fortress where it never waved before. And, even if you never see this, better than inglorious camp-following is it to go in with the wasting regiment; to carry the colors up the slope of the enemy's works, though the next moment you fall and find a grave at the foot of the glacis.

What are the relations of culture to common life, of the scholar to the day-laborer? What is the value of this vast accumulation of higher learning, what is its point of contact with the mass of humanity, that toils and eats and sleeps and reproduces itself and dies, generation after generation, in an unvarying round, on an unvarying level? We have had discussed lately the relation of culture to religion. Mr. Froude, with a singular, reactionary ingenuity, has sought to prove that the progress of the century, so-called, with all its material alleviations, has done little in regard to a happy life, to the pleasure of existence, for the average individual Englishman. Into neither of these inquiries do I purpose to enter; but we may not unprofitably turn our attention to a subject closely connected with both of them.

It has not escaped your attention that there are indications everywhere of what may be called a ground-swell. There is not simply an inquiry as to the value of classic culture, a certain jealousy of the schools where it is obtained, a rough popular contempt for the graces of learning, a failure to see any connection between the first aorist and the rolling of steel rails, but there is arising an angry protest against the conditions of a life which make one free of the serene heights of thought and give him range of all intellectual countries, and keep another at the spade and the loom, year after year, that he may earn food for the day and lodging for the night. In our day the demand here hinted at has taken more definite form and determinate aim, and goes on, visible to all men, to unsettle society and change social and political relations. The great movement of labor, extravagant and preposterous as are some of its demands, demagogic as are most of its leaders, fantastic as are many of its theories, is nevertheless real, and gigantic, and full of a certain primeval force, and with a certain justice in it that never sleeps in human affairs, but moves on, blindly often and destructively often, a movement cruel at once and credulous, deceived and betrayed, and revenging itself on friends and foes alike. Its strength is in the fact that it is natural and human; it might have been predicted from a mere knowledge of human nature, which is always restless in any relations it is possible to establish, which is always like the sea, seeking a level, and never so discontented as when anything like a level is approximated.

What is the relation of the scholar to the present phase of this movement? What is the relation of culture to it? By scholar I mean the man who has had the advantages of such an institution as this. By culture I mean that fine product of opportunity and scholarship which is to mere knowledge what manners are to the gentleman. The world has a growing belief in the profit of knowledge, of information, but it has a suspicion of culture. There is a lingering notion in matters religious that something is lost by refinement—at least, that there is danger that the plain, blunt, essential truths will be lost in aesthetic graces. The laborer is getting to consent that his son shall go to school, and learn how to build an undershot wheel or to assay metals; but why plant in his mind those principles of taste which will make him as sensitive to beauty as to pain, why open to him those realms of imagination with the illimitable horizons, the contours and colors of which can but fill him with indefinite longing?

It is not necessary for me in this presence to dwell upon the value of culture. I wish rather to have you notice the gulf that exists between what the majority want to know and that fine fruit of knowledge concerning which there is so widespread an infidelity. Will culture aid a minister in a "protracted meeting"? Will the ability to read Chaucer assist a shop-keeper? Will the politician add to the "sweetness and light" of his lovely career if he can read the "Battle of the Frogs and the Mice" in the original? What has the farmer to do with the "Rose Garden of Saadi"?

I suppose it is not altogether the fault of the majority that the true relation of culture to common life is so misunderstood. The scholar is largely responsible for it; he is largely responsible for the isolation of his position, and the want of sympathy it begets. No man can influence his fellows with any power who retires into his own selfishness, and gives himself to a self-culture which has no further object. What is he that he should absorb the sweets of the universe, that he should hold all the claims of humanity second to the perfecting of himself? This effort to save his own soul was common to Goethe and Francis of Assisi; under different manifestations it was the same regard for self. And where it is an intellectual and not a spiritual greediness, I suppose it is what an old writer calls "laying up treasures in hell."

It is not an unreasonable demand of the majority that the few who have the advantages of the training of college and university should exhibit the breadth and sweetness of a generous culture, and should shed everywhere that light which ennobles common things, and without which life is like one of the old landscapes in which the artist forgot to put sunlight. One of the reasons why the college-bred man does not meet this reasonable expectation is that his training, too often, has not been thorough and conscientious, it has not been of himself; he has acquired, but he is not educated. Another is that, if he is educated, he is not impressed with the intimacy of his relation to that which is below him as well as that which is above him, and his culture is out of sympathy with the great mass that needs it, and must have it, or it will remain a blind force in the world, the lever of demagogues who preach social anarchy and misname it progress. There is no culture so high, no taste so fastidious, no grace of learning so delicate, no refinement of art so exquisite, that it cannot at this hour find full play for itself in the broadest fields of humanity; since it is all needed to soften the attritions of common life, and guide to nobler aspirations the strong materialistic influences of our restless society.

One reason, as I said, for the gulf between the majority and the select few to be educated is, that the college does not seldom disappoint the reasonable expectation concerning it. The graduate of the carpenter's shop knows how to use his tools—or used to in days before superficial training in trades became the rule. Does the college graduate know how to use his tools? Or has he to set about fitting himself for some employment, and gaining that culture, that training of himself, that utilization of his information which will make him necessary in the world? There has been a great deal of discussion whether a boy should be trained in the classics or mathematics or sciences or modern languages. I feel like saying "yes" to all the various propositions. For Heaven's sake train him in something, so that he can handle himself, and have free and confident use of his powers. There isn't a more helpless creature in the universe than a scholar with a vast amount of information over which he has no control. He is like a man with a load of hay so badly put upon his cart that it all slides off before he can get to market. The influence of a man on the world is generally proportioned to his ability to do something. When Abraham Lincoln was running for the Legislature the first time, on the platform of the improvement of the navigation of the Sangamon River, he went to secure the votes of thirty men who were cradling