been the mainstay of the schools. When the glad hour for the separation of church and state came in America, it was the commonly accepted doctrine that the state had no responsibility concerning schools. The clergy had the most of what learning there was. The church was the first to appreciate the need of schools. The necessity of an educated clergy was imperative. The church became the natural support of the schools. Commonly she maintained them directly and in her own name, as some of her denominations still do. Preacher and teacher were one. Children must be able to read the Bible and learn the catechism. There must be Latin schools and colleges for the ministers of the church and the officers of the state. The first universities were the offspring of the cathedrals. The church has always been the strong support of literature, science, and philosophy. The profound thinkers of the world's early history were invariably the trained theologians. In a word, where the church has flourished there the schools have been most numerous and most effective. But of course the exigencies and the logic of the church have limited the scope and the teachings of the church schools.

And how the songs of the churches have educated the masses through many generations! Some one has said that more people have been sung into the Kingdom of Heaven than have been argued into it, and quite likely that is true. The sweet sentiments and the soft melodies of the songs of the churches have touched the hearts and cultivated the taste of the millions of the world for thousands of years.

It is easier to search the past than it is to see the future. It is easier to speculate than it is to suggest methods that will stand analysis. But the steady advance of the church in the past bespeaks a further advance. The influence which the church has long exerted for the enlightenment of the world must surely continue. It will have to abide by the always consistent truth which has made it the power that it is. It will have to go forward amid new conditions. Being loyal to the truth, it will have to be more tolerant of opinion than it has sometimes been. The change in intellectual conditions is overwhelming. The church can neither ignore the lights in which it lives nor oppose the scientific knowledge which the schools unlock. She will have to meet new circumstances with new methods and be guided by the light of the fires her own hand has kindled.

The life of the people is freer than it used to be. The severe,

strained life of the fathers was unnatural. Life is more rapid. It used to be intense in its sluggishness and its stateliness. Now it is intense in its activity. Men who succeed in affairs are all in a hurry. But rational amusements are softening and tempering life, manly and womanly sports are more common, and they act as an antidote to impetuosity. Of course there are evil tendencies and accompanying dangers, but the dangers are no greater now than they used to be. It may well be doubted if they are so great. Whether they are, or not, the new manner of life is here. The hands do not move backward upon the dial. The church is bound to rationally adapt its methods to the new conditions. The great trend of human life is not all wrong. The church is neither to wear sackcloth nor linen that is finer than need be; it is to act naturally and meet conditions sanely as they develop; it is to avoid both sensationalism and dilettanteism.

The church must keep in touch and sympathy with the great mass of those who work with their hands and heads and hearts to keep the wheels of the world's affairs in motion. It must keep in touch with the leaders of thought and the lovers of sport. It must make them comfortable in its atmosphere. If it is sound and true they will be sympathetic with its faith and responsive to its teachings and, as they are numbered among its children, they will augment its power and increase its usefulness in the world. Natural Christianity and hearty church work make robust men and sinewy women, and they are the kind that count in the world.

The sixteenth century was one of marked spiritual activity. The nineteenth century was one of marked material development. In the former the conditions led the people to like much preaching. Involved argument, whether they digested it or not, was acceptable to them, for it was about all the intellectual food they had. Their moral natures were intense and easily wrought up, and oratorical play upon them was not disagreeable. The masses have no end of things to think about now. They partake of the spirit of the age. They want a rational philosophy and they like to accomplish things. They not only partake of the spirit, but they sympathize with the methods of the age. It is an age of organization. Some one has said that the first exclamation of the young American in his cradle is "Mr President." Then the preaching must be the simple truth as discerned by revelation, and the application thereof to important subjects of common and timely interest. The effectiveness of the church will not depend more upon the capability

of the minister as a preacher than as a worker and organizer. The number of organizations for good ends, the number of people who are interested in them, the extent to which all can be kept active, will go far to determine the measure of success.

The state has assumed charge of education in all its grades. It rears the primary school and the university alike. It extends its hand to people of all conditions. This is so in the United States more than in any other country in the world, and it is more conspicuously so in the Western States than in any other states in the Union. This plan has of course grown out of the world's experience, out of our own necessities, and out of our self-conscious power. It has been found imperative to the safety of universal suffrage. The United States puts into her schools the moneys which other nations put into their standing armies. Would that the same could be said about her navy. But that is far from the whole of it. She has made her unrivalled educational system more for opportunity than for security.

In this half hour we have been traveling over a long, great road. We have been on a limited train and we have been going faster than we ever did before. We have looked out of a clouded window once in a thousand miles. University students need to tramp along that road afoot and turn over every stone they come upon. It will help fit them for life in the land of opportunity.

Iowa is a favored spot in that land. Its soil and climate are unsurpassed. Its situation with reference to travel and transportation is fortunate. Better than all else, it was settled by the bravest and best of pioneers, and it has at all times held a conspicuous place in the front rank of industrial thrift and of intellectual progress. All that will continue. You, young men and women of Iowa, have small occasion to worry about your state. You may well have some solicitude about yourselves. The next generation will be an even greater generation than the last one. Your place in it will have to be determined by yourselves. But if you will know about the influences which have made and the lights which have illumined the world, if you will do your own thinking and keep in company with the truth, if you will be tolerant and generous and work agreeably with other people, and if you will appreciate what Iowa is doing for you, you will be very worthy and very promising citizens of a noble commonwealth.

THE ESSENTIAL GROUNDWORK OF INDUSTRIAL

TRAINING

During more years than our memories cover, the plain people of this country, in their homes and assemblies, through their magazines and newspapers, have urged a kind of education which would be of actual service to the hand industries and to the men and women who pursue them. Here and there the imperative need of skilled workmen has led a manufacturing corporation to set up a school for its own very restricted purposes, without making any impression upon the general situation. Now and then a philanthropist has established, and perhaps endowed, an industrial school and so helped a few people, but the net result has proved little more than the good intentions of a man and the utter inability of charity to deal with a large subject of common import to very independent American freemen. The common feeling was well known but no one saw just how to satisfy the demand, and the country was probably not ready for a movement which could meet it even measurably.

The schools have never shown real grasp of the subject or proposed substantial measures for its solution. They made some rather encouraging advances in the direction of it when they established manual training in the high schools, and separate manual training high schools in the larger cities; but it is now evident enough that that movement, with all of its excellencies, has gone around the real question, and has not had, and is not likely to have, any substantial result in the training of workmen.

The manual training movement has played upon the very common but often misguided ambitions of the youth of the country. It has created schools, which like all the other schools, were calculated to lead to higher schools. It has provided one section in a roadway leading to a profession. Of course it was a profession concerning mechanics, but a profession all the same. It has aimed at a calling which would be carried on in an office or which would manage a business and direct men, and would avoid the smut that is inherent in the factory and the grime that comes with the handling of tools, machinery, and materials. Its most enthusiastic advocates have commonly asserted that its real end was intellectual Address before the Massachusetts State Teachers Association, Worcester, Mass., November 26, 1909.

culture by means of hand culture, rather than mechanical efficiency itself. For its avowed purposes the reasoning and the plan were logical enough. But let us not shut our eyes to the fact that it does not embody the logic or present the plan of procedure which the country and the greater number of its youth most need. It has been managed by men who were speciously theoretical rather than mechanically skillful. It has aimed at culture, but such culture as has resulted is essentially superficial. If not so, then it has been a kind of culture which was of small concern to the country and little advantage to youth. It has aided a kind of progress, individually and collectively, educationally and commercially, which needs little stimulus in view of the American temperament and the manifold and inevitable activities of our American life. It has done little to maintain or to restore the equilibrium between the intellectual and the industrial life of the country. In shorter and stronger phrase, it has done little to train workmen, when what the larger part of the children most needed was to be trained into workmen, and when what the country most needed was that more workmen should be trained.

In the meantime, the industries of the country have claimed more and more workmen and the number of skilled workmen has, relatively at least, grown smaller and smaller. The trades have been exceedingly conservative about training workmen lest thereby they reduce the wage, and probably it is not too much to say that while a high and a still higher measure of mechanical skill has been more and more in demand, the trades have grown more and more incapable of training, as well as more and more unwilling to train that skill into their children. The net result has been that boys who might have been glorious mechanics have often become very inglorious lawyers and physicians; and both the prosperity of the country and the happiness of innumerable men and women have been lessened because of it. Children have hardly been free to choose the calling to which they were best adapted or which they might like best. By inevitable implication, if not by direct word, they have been told, nearly every day and both in the schools and out, that unless they worked with their heads rather than with their hands, that unless they came to be managers of great enterprises or captains of men, they would miss the great goal which it was the opportunity and the business of the American child to gain.

And while this has been going on the schools have been submerged in educational theory which seems better suited to the