scholarship--in most cases for the latter. Where schools of the
highest order are so numerous as they are in Germany, it is not
surprising that they should count among their teachers men of profound
scholarship. The official recognition paid to such men is only an
additional proof of the care with which the title is used. It is given
to the teacher, not so much because he is a good teacher, as because
he has done something over and above school-room work.]

The words of one who is himself a leading professor in one of the
most renowned universities are so explicit upon this point that they
deserve to be translated and carefully studied. Heinrich von Sybel, in
his academic address delivered at Bonn in 1868, says: "The excellence
of our universities is to be found in the fact that they are not
mere institutions where instruction is given, but are workshops
of science[2]--that their vital principle is unceasing scientific
productivity. Hence it is that the state assembles the best men of
all Germany as professors at its universities, so that the phenomenon,
common enough in England and France, of a distinguished savant without
a university chair is with us a very unusual exception. Hence it is
that in appointing to such a chair the first and last demand is for
published evidences of such activity. As for the so-called ability to
teach _(Lehrtalent im formellen Sinne),_ we are satisfied if it is not
utterly and notoriously wanting. The question upon which everything
turns is, Has the candidate given evidence of his capacity for
original investigation and production? Whoever has this capacity
is sufficiently qualified, according to our German notions, for
fulfilling the essential function of university instruction."

[Footnote 2: _Science_ is used here in the broad German sense to
denote any study, whether in the direction of natural phenomena,