Thanking heartily the governing boards of Harvard College for the honor conferred upon me, I shall say, on this my first admission to the circle of the Harvard alumni, a word on the University as it appears to one whose work has lain outside of it. The spirit of the academy in general and especially of this University impels men to get to the bottom of things, to strive after exact knowledge; and this spirit permeates my own study of history in a remarkable degree. “The first of all Gospels is this,” said Carlyle, “that a lie cannot endure forever.” This is the gospel of historical students. A part of their work has been to expose popular fallacies, and to show up errors which have been made through partiality and misguided patriotism or because of incomplete investigation. Men of my age are obliged to unlearn much. The youthful student of history has a distinct advantage over us in that he begins with a correct knowledge of the main historical facts. He does not for example learn what we all used to learn that in the year 1000 the appearance of a fiery comet caused a panic of terror to fall upon Christendom and gave rise to the belief that the end of the world was at hand. Nor is he taught that the followers of Peter the Hermit in the first crusade were a number of spiritually minded men and women of austere morality. It is to the University that we owe it that we are seeing things as they are in history, that the fables, the fallacies, and the exaggerations are disappearing from the books.

To regard the past with accuracy and truth is a preparation for envisaging the present in the same way. For this attitude towards the past and the present gained by college students of history, and for other reasons which it is not necessary here to detail, the man of University training has, other things being equal, this advantage over him who lacks it, that in life in the world he will get at things more certainly and state them more accurately.

“A university,” said Lowell, “is a place where nothing useful is taught.” By utility Lowell undoubtedly meant, to use the definition which Huxley puts into the average Englishman’s mouth, “that by which we get pudding or praise or both.” A natural reply to the statement of Lowell is that great numbers of fathers every year, at a pecuniary sacrifice, send their sons to college with the idea of fitting them better to earn their living, in obedience to the general sentiment of men of this country that there is a money value to college training. But the remark of Lowell suggests another object of the University which, to use the words of Huxley again, is “to catch the exceptional people, the glorious sports of nature, and turn them to account for the good of society.” This appeals to those imbued with the spirit of the academy who frankly acknowledge, in the main, our inferiority in the scholarship, which produces great works of literature and science, to England, Germany, and France, and who with patriotic eagerness wish that we may reach the height attained in the older countries. To recur to my own study again, should we produce a historian or historical writer the equal of Gibbon, Mommsen, Carlyle, or Macaulay there would be a feeling of pride in our historical genius which would make itself felt at every academical and historical gathering. We have something of that sentiment in regard to Francis Parkman, our most original historian. But it may be that the historical field of Parkman is too narrow to awaken a world-wide interest and I suspect that the American who will be recognized as the equal of Gibbon, Mommsen, Carlyle, or Macaulay must secure that recognition by writing of some period of European history better than the Englishman, German, or Frenchman has written of it. He must do it not only in the way of scientific history, in which in his field Henry Charles Lea has won so much honor for himself and his country, but he must bring to bear on his history that quality which has made the historical writings of Gibbon, Carlyle, and Macaulay literature.