practice enough in doing the real work of his future vocation to make him conscious of his faults and to give him confidence in his ability to direct himself in the application of his knowledge. It is not a question of the necessity of practical work; that must be conceded. The real question is, how and when can it best be given? Given in one way, the college is reduced to the rank of a trade school; given in another way, it places the institution on the professional plane.

The basis for continued growth. Professional training as I have said, is merely a device to shorten the period of apprenticeship undertaken by every learner who would acquire the knowledge and skill possessed by the leaders in his field. The professional school teaches only a part of the game; it succeeds best when it induces its students to become learners during the rest of their lives. When it provides the minimum required of its graduates on entering their vocations, the rest of their instruction may safely deal with the reasons underlying their professional practice. These reasons are embodied in the specialized knowledge that I have characterized as an essential factor in professional training.

A golden mean. - It is obvious that the reasons for a particular treatment can best be illustrated by reference to the act itself. It is the principle underlying all laboratory work, except when laboratory work is made an end in itself. The student who sees what happens to a soggy field is better able to appreciate the reasons for underdrainage. A month in charge of a dairy herd will vitalize the teaching of the principles of feeding as nothing in books or lectures can do. The case system has revolu

tionized the study of law, and the appeal from the lecture and the textbook in medicine to the laboratory, the bedside, and the clinic has transformed the professional training of the physician. Hence, I maintain that success in teaching the principles of professional practice is conditioned by actual experience in the practice of the profession. Here, then, is where the professional school kills two birds with one stone. The ideal balance is obtained when enough practice is given to check up the theory, and enough theory to direct the practice aright. Disturb this balance by teaching theory as an end in itself, and you have an academic institution. Teach theory as reasons for practice, and you have the makings of a professional school. More cannot be expected until teaching itself becomes a profession and its novices are subjected to the same rigorous training that the best professions now expect of their candidates. Meantime, there is only one unpardonable sin that a professional faculty is likely to commit, and that is the failure to uphold its own professional standards without fear or favor of academic tradition.

INDEX

Consciousness of kind, 217.

American characteristics, 26, 65, Correlation, 109.

Beside the Bonnie Brier Bush, 140, Denominational control of schools,

Church, training for the, 12, 54, England, 9, 20, 21, 51-52, 53-55.

Harvard College, 10; University, | Opportunity (equality of) in edu-
cation, 16, 21, 56, 113, 114, 161,
166, 173.

Relative worths, 211.
Religion, 17, 18.

Sadler, Michael Ernest, 52, 55-56,

Leadership, II, 14, 22, 39, 70, 79, Salaries, 28, 30, 222.

Technical skill, 123, 125, 224, 234, Washington and Lee University,

Theory as reasons for practice, 237. | Worship, freedom of, 12.