SCHOLARSHIP AND INSTRUCTION.

Looking at matters from an undergraduate point of view we can comment but imperfectly upon the article in the last number of the Nation entitled "The College Grindstone." The article is entirely in line with the recent speech delivered by Owen Wister, in which he deplored the lack of American scholars. Its substance is that American teachers are so over-burdened with academic duties that they cannot give the time and energy necessary to individual research, and that American scholarship is sacrificed to instruction.

In a measure this article is sound. The men who offer the strongest inspirations of our academic life are those to whom America must look for the advancement of its scholarship. But we think that both the Nation and Mr. Wister, in urging their point, have neglected the position of the undergraduate. Their ideal is that of progress in unexplored regions of literature, art and science. Ours is the development of "second-string" men, who, while profiting themselves by the words of eminent authorities, will pave the way for a gradual improvement in real scholarship. To our undeveloped minds this ideal seems nobler than devotion to original research, and until financial resources make possible the parallel development of the two ideals, we must hold that the leading authorities of American universities are justified in devoting their energies to the propagation of learning which is valuable although not new.

Theoretically, everyone agrees that American scholarship should advance to a par with that of Europe, and whenever local conditions make that possible we feel sure that the American desire to excel will not be confined to securing a balance of trade in agriculture. Practically, there are many obstacles to overcome, and these obstacles are not such as will appeal to conscientious teachers. They appreciate their first duty, and recognize the fact that scholars have no place in a country until the humdrum task of education is provided for.