Thissenseoftheefficacyofsymbolicritual，andofsympatheticeffecttobewroughtthroughdexterousrehearsalofthetraditionalaccessoriesoftheactorendtobecompassed，isofcoursepresentmoreobviouslyandinlargermeasureinmagicalpracticethaninthedisciplineofthesciences，evenoftheoccultsciences。Butthereare，Iapprehend，fewpersonswithacultivatedsenseofscholasticmerittowhomtheritualisticaccessoriesofsciencearealtogetheranidlematter。Theverygreattenacitywithwhichtheseritualisticparaphernaliapersistthroughthelatercourseofthedevelopmentisevidenttoanyonewhowillreflectonwhathasbeenthehistoryoflearninginourcivilization。Eventodaytherearesuchthingsintheusageofthelearnedcommunityasthecapandgown，matriculation，initiation，andgraduationceremonies，andtheconferringofscholasticdegrees，dignities，andprerogativesinawaywhichsuggestssomesortofascholarlyapostolicsuccession。Theusageofthepriestlyordersisnodoubttheproximatesourceofallthesefeaturesoflearnedritual，vestments，sacramentalinitiation，thetransmissionofpeculiardignitiesandvirtuesbytheimpositionofhands，andthelike；buttheirderivationistraceablebackofthispoint，tothesourcefromwhichthespecializedpriestlyclasspropercametobedistinguishedfromthesorcererontheonehandandfromthemenialservantofatemporalmasterontheotherhand。Sofarasregardsboththeirderivationandtheirpsychologicalcontent，theseusagesandtheconceptionsonwhichtheyrestbelongtoastageinculturaldevelopmentnolaterthanthatoftheangekokandtherain-maker。
Theirplaceinthelaterphasesofdevoutobservance，aswellasinthehighereducationalsystem，isthatofasurvivalfromaveryearlyanimisticphaseofthedevelopmentofhumannature。
Theseritualisticfeaturesoftheeducationalsystemofthepresentandoftherecentpast，itisquitesafetosay，havetheirplaceprimarilyinthehigher，liberal，andclassicinstitutionsandgradesoflearning，ratherthaninthelower，technological，orpracticalgrades，andbranchesofthesystem。
Sofarastheypossessthem，thelowerandlessreputablebranchesoftheeducationalschemehaveevidentlyborrowedthesethingsfromthehighergrades；andtheircontinuedpersistenceamongthepracticalschools，withoutthesanctionofthecontinuedexampleofthehigherandclassicgrades，wouldbehighlyimprobable，tosaytheleast。Withthelowerandpracticalschoolsandscholars，theadoptionandcultivationoftheseusagesisacaseofmimicry——duetoadesiretoconformasfarasmaybetothestandardsofscholasticreputabilitymaintainedbytheuppergradesandclasses，whohavecomebytheseaccessoryfeatureslegitimately，bytherightoflinealdevolution。
Theanalysismayevenbesafelycarriedastepfarther。