fifteen out of one hundred and forty units in that department. Other departments, therefore, are the ones most concerned in teacher-training. It is they that provide for the intending teacher instruction in the subjects to be taught; you cannot well teach what you do not know. It is very desirable that this instruction in the subjects to be taught should be given by men who are steeped in the spirit of scholarship, whose interest in their work is kept living and contagious by the fact that they themselves are steadily widening the boundaries of human knowledge. Our universities are the great creators and custodians of the spirit of scholarship. It is their special function to provide aid and comfort for all men who in their tasks have special need of that spirit. This function is more and more widely understood. University men, scholars, seemed to come to their own during the Great War. But that was only the acceleration of a movement which began long ago, and which still continues. Commercial houses, manufacturers of all sorts, continue to feel more and more the need of men trained in research. One of the many striking examples is the General Electric Company, at Schenectady, New York, which has employed at one time a score or more of young men, with the doctor's degree or its equivalent, for research in its laboratories. This same company has found it worth while to conduct a two-year course for college graduates, who are paid during this period a living wage, and who, on completing the course, are free to seek employment elsewhere if they so desire. Public appreciation of the value of the spirit of scholarship is, as I have said, steadily increasing. To fail to appreciate its value for professional schools, and particularly for schools intended for the training of teachers, is, then, not only to be reactionary, but also to forego the benefits of an inspiring and easily accessible association. You of the Southern Branch, faculty and students, and we of the University in Berkeley, all of us, are concerned with education, all of us have enjoyed and now enjoy the supreme privilege of contact with the spirit of scholarship. Let us make it our business to see that that spirit-that spirit of independence, initiative, patient persistence, unselfish devotion, tolerance, coöperation, veracity-that that spirit shall grow and prosper to the end that it may inform and inspire every phase of our life within this state.* * An address delivered before the Southern Branch of the University of California, on Charter Day, 1921. A TALE OF WANDERINGS (Parts of ballad version from Homer's Odyssey) ISAAC FLAGG (The minstrel now silent, the guest, after praising the entertainment, reveals his name and home. He affirms there's no place like home.) Alcinoüs, mighty in the land, Truly, I say, no lovelier time There is, than when good cheer When viands plentiful and rare That, to my way of thinking, seems What first, then, to your listening ear, Woes to my lot has Heaven assign'd Now first my name I will declare, And I, perchance safe home at last, I am ULYSSES, through the world. My home is Ithaca: first to view More islands, close together set, Low, by itself, my island lies, No sight can I behold more sweet I paced the lonely strand; Long, Circê held me in her halls Yet all those charms could never still So, nothing sweeter is than home, Though house and fields and gold From home and parents far away In foreign land you hold. Well, let me now take up my tale Of wanderings fraught with woes, Driven from their proper course the voyagers touch at Lotus Land, whence they barely escape without loss. Now, haply, I had come safely home, But Boreas came to mar: Malea we fail'd to round, and past Thence nine days o'er the fishy deep Eaters of flowery food. Fresh store And on the beach my men made haste After the meal, selecting two Straightway they went, and came to speech And for our comrades no ill turn The Lotus-eaters plann'd, But offer'd them the fruit to taste Of lotus, honey-sweet. Now whosoever had once learn'd Cared to return no longer, nor |