LIBERAL EDUCATION IN LAW, MEDICINE, AND THEOLOGY. 113 
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ndividual will be willing to tarry for before entering on the practice of 
ais profession. To which shall we give greater weight, the self-interest 
»f the individual or the self-interest of the community ? The community, 
if it be wise, will be anxious to see practical knowledge advanced all along 
‘he line; will wish the physician to be something more than an empiric, 
sapable himself of sure-footed search for the origins and determining con- 
litions of disease ; will desire to find in the preacher something larger 
ind more generous in temper and endowment than dogmatism—even the 
liberal spirit of a serious and withal practical philosophy ; will look for 
lignified parts of learning in the lawyer, something better than practical 
shrewdness and successful chicane, a capacity to rise at need to the point 
of view of the jurist, as if aware of the great and permanent principles of 
large-eyed justice. The average individual, on the other hand, will be 
sager to make his way as rapidly as possible to business; and when once 
business engagements begin to press upon him, his thought will adjust 
itself to them. If the habit of carrying special cases up into the region of 
general principles—where alone the real light of discovery burns—be not 
‘ormed during the period of preparation, it will hardly come afterward, 
when the special cases crowd fast and the general principles remain remote. 
Only the pastor has any leisure then for the higher sort of study, and even 
ae is not likely to begin it then if he has never known before what it is 
and what it may do for him. The old women, and the young, will pre- 
rent his becoming studious if he be not already a confirmed student. safe 
in “his pensive citadel.” 
An antecedent liberal education, it must of course be admitted, does 
not necessarily disclose general principles ; is too often so ¢/liberal in its 
survey of subjects as to leave upon the mind no trace of the generalizing 
habit. But usually it is liberal, at any rate, in being general ; and, with- 
out a survey of the field of knowledge, a various view of the interests of 
the mind, it is hard to see how a man is to discern the relations of things, 
apon the perception of which all just thought must rest. It is something 
simply to have traversed many fields of thought, to have seen where they 
lie, and how surrounded, with what coasts, what natural, what “scientific” 
boundaries. It is something to have made ‘the grand tour,” even under 
ndifferent tutors ; something to have had a Wanderjahr, if only to see 
she world of men and things. A man who has not had an antecedent 
iberal education can certainly never get a subsequent equivalent; and, 
without it, he must remain shut in by a narrow horizon, imagining the 
confines of knowledge to lie very close about him on every side. Such is 
she ““ practical ” physician, lawyer, or preacher who now rides us like the 
Old Man of the Sea, monarch of his little isle of expert knowledge until 
we can drug and dislodge him. 
The world woke once, in that notable fifteenth century, to find itself 
standing in the clear dawn of the New Learning, and the light which then