mmend itself to my mind. I know of no
more difficult practical problem than the discovery of a method of
encouraging and supporting the original investigator without opening the
door to nepotism and jobbery. My own conviction is admirably summed up
in the passage of your president's address, "that the best investigators
are usually those who have also the responsibilities of instruction,
gaining thus the incitement of colleagues, the encouragement of pupils,
and the observation of the public."

At the commencement of this address I ventured to assume that I might,
if I thought fit, criticise the arrangements which have been made by the
board of trustees, but I confess that I have little to do but to applaud
them. Most wise and sagacious seems to me the determination not to build
for the present. It has been my fate to see great educational funds
fossilise into mere bricks and mortar, in the petrifying springs of
architecture, with nothing left to work the institution they were
intended to support. A great warrior is said to have made a desert and
called it peace. Administrators of educational funds have sometimes made
a palace and called it a university. If I may venture to give advice in
a matter which lies out of my proper competency, I would say that
whenever you do build, get an honest bricklayer, and make him build you
just such rooms as you really want, leaving ample space for expansion.
And a century hence, when the Baltimore and Ohio shares are at one
thousand premium, and you have endowed all the professors you need, and
built all the laboratories that are wanted, and have the best museum and
the finest library that can be imagined; then, if you have a few hundred
thousand dollars you don't know what to do with, send for an architect
and tell him to put up a facade. If American is similar to English
experience, any other course will probably lead you into having some
stately structure, good for your architect's fame, but not in the least
what you want.

It appears to me that what I have ventured to lay down as the principles
which should govern the relations of a university to education in
general, are entirely in accordance with the measures you have adopted.
You have set no restrictions upon access to the instruction you propose
to give; you have provided that such instruction, either as given by the
university or by associated institutions, should cover the field of
human intellectual activity. You have rec