that in order to cope with snakes he doesn't need to crawl on his belly. The man who debases himself can offer no excuse for it save that of selfish gratification.

University ideals. — If university studies afford the substantial materials out of which the professional man carves his career, it is equally true that his college life is the medium in which he develops his standards of personal worth. The professional school seeks to organize the scientific knowledge within a particular field and to adapt it to practical ends. The way in which this is done, the character of the instruction, the spirit of the instructors and the tone of the place determine in a large measure the ethical as well as the scientific status of the school. Careful, exact, conscientious workers are not trained by teachers who are indifferent to scientific accuracy in the classroom and unresponsive to the claims of the profession they represent. On the other hand, we appreciate the inspiring uplift of the great teacher - the man who through devotion to his subject leads his students to a clearer vision of the truth as he sees it and rouses within them the ambition to give equally noble service. But however great the skill and inspiring the presence of teachers in a professional school, they cannot supply all the training that a professional school should give; they cannot give that which students should give to each other. Just as college life furnishes the means of quickening the social and civic conscience of college students, so, the professional school needs a life of its own for the promotion of professional ethics and the development of professional morals. The student of law should enter upon his life work not only familiar with legal facts

and procedure but also helped by his fellows to appreciate his position as the peacemaker of society. The teacher should go out not merely grounded in the subjects he will teach and skilled in giving instruction, but also eager to serve society in the way that he knows others of his fellows can and will serve it. The engineer who makes railroads, builds bridges, devises and operates machines, constructs canals and aqueducts, and directs great industrial plants should somehow come to realize that his chief end is not the making or saving of money for himself, or for anyone else, but that he is a responsible factor in the present industrial order for the betterment of social conditions. Is he likely to get that notion in his active career, urged on, as he is sure to be, by business competition and the thirst for gain? Will the solemn promise of the medical graduate to observe the vows of the Hippocratic oath be of much avail if during the years of his preparation the full import of that historic formula is not borne in upon him by all the force of example in his daily intercourse with teacher and fellow student?

Ethics of the profession. - Great as is the need of scientific attainment in every profession, there is even greater need of moral responsibility. We want lawyers, physicians, teachers, engineers, business men, who not only know how to do things but who will also insist on doing them right-men who, conscious of their ability as leaders, are jealous of their professional honor — men who will readily sacrifice personal gain to uphold the dictates of conscience in their professional service. The professional school is the place above all others where such ideals can be impressed upon young men. There

is no time in life when men are so susceptible to generous impulse and no place where so many can be influenced at once. But, as I have already said, it is not the work of teachers and faculty alone; it is preëminently the result of the interaction and interrelation of students engrossed in a common undertaking and stirred by a common ambition to make their lives count for most. The duty of the student is to join hands with teachers and fellow students in making these years of professional study also years of growth into professional stature. The life outside of class can be so ordered as to reinforce and supplement the instruction received. It is serious work to which the student puts his hand and he will be held strictly responsible both by his own conscience and by the judgment of his fellow men for the way he performs this task.

The inspiration of professional service. The call to professional service comes to young men in the form of imperious command. If it were the call to arms in the defense of country they would respond by tens and hundreds, and not one would falter whithersoever duty led. This call to service which I voice comes from fellow countrymen who are engaged in that everlasting war with sin and ignorance and greed and selfish ambition. They call on us to equip ourselves for leadership and they confidently expect us to stand forth when the time comes, fully prepared to merit the confidence they would place in us. They have put at our command all the resources of the universities which bring to us the wisdom of the ages and line us up with the great men who have preceded us. It is an inspiring company of leaders in statecraft,

theology, law, medicine, business, engineering, and in all arts and sciences of every field. No one of those whom we to-day call great, no one whose life we would set up as a measure of our own, has failed to respond to that appeal in the cause of righteousness which comes to all in the call to professional service.

CHAPTER VI

THE SCHOOL AND INDUSTRIAL LIFE 1

HE American school is under fire it is always

TH

under fire. Just now it is said that its curriculum is overloaded with fads and frills which burden the child and hamper his training in subjects essential to his success in life. Public opinion is critical of a system which makes easy the advancement of a few to positions of commanding influence, but which provides no vocational training for the many who cannot afford to remain in school beyond the elementary grades. The demand is for equality of opportunity in education without regard to social rank or wealth or any special privilege, that kind of equality which enables one to become a good American citizen, and which, as I understand it, is established on the ability to earn a decent livelihood and the determination to make one's life worth the living.

The motor element in learning. The instruction given in our public schools is chiefly of two kinds: (1) humanistic, including language and literature, history and civics, and the fine arts; and (2) scientific, including mathematics, geography, physics, chemistry, and biology. Our schools also provide for training in the practical arts which are required in the study of these subjects, preeminently the arts of reading, writing, singing, and drawing. Of late years the attention given to hygiene

1 A revised reprint from the EDUCATIONAL REVIEW, December, 1909, used by courtesy of the publishers.