mental attitude of a business man, will help him to elucidate the world of affairs. The last two years ought to be both more general and more specialized. The business man must be broad, for he touches at some point the social, economic, and cultural problems of his time. He should not use his first two years of college for elementary work and then compress himself to the routine tasks that prepare him for his future career. A man should know his business before he knows the world. Otherwise the diverse influences of his environment will pass through his mind without being vivified in his thinking, harmonized with his plan of life, or utilized in his experience. The interpretation of his cultural surroundings should be accomplished by means of selected courses pursued during the last half of his college life. If the university term is to be shortened, take away the first year and not the last, because as a senior the student meets the ablest teachers and is admitted to their most inspiring lectures. Let the environment exert its influence during the first years while the boy's preparation for his career is progressing; and do not narrow the horizon in the last two years by an intense specialization that will result in efficiency at the cost of a restricted intellectual growth. He needs specialized work, but he also needs to be helped in his interpretation of the new cultural experiences coming to him.

The constant tendency to give the courses which formerly were reserved for the later years of college to the less mature students of the earlier terms shows on the part of educators a greater confidence in the ability of young men to grapple with difficult problems. Geometry a century ago was a senior study at Harvard; now the high school lad has shown his ability to master it. History and politics have also gradually moved downward until they are included in the common schools.

The downward movement of studies can be carried farther with better teaching, improved text books, and greater facilities for study. Many high schools already have excellent commercial courses and they will no doubt be rapidly extended through the general system. There will result a reorganization of the high school that will adapt itself to present needs.

If but one foreign language should be required, history and politics can be properly amplified and a place be made for one year of commercial studies. The student who enters college with such an equipment, and with an interest in work roused in him, could not only complete a thorough technical education, but could also find time for other studies which would give him some perception of the nature of the complex problems of civilization. Give him this complement to his technical work late in his course and he will choose wisely and appreciate its cultural values.

An added necessity of postponement lies in the truth that new ideals of conduct as well as a new content of his studies must be presented. Those instilled to-day belong to a primitive world dominated by military rule; those of the future will be efficiency, economy, generosity, and service. These new virtues are a better antidote to greed and selfishness than those of the old morality. Efficiency overcomes nature's obstacles instead of natural human foes; it glorifies tact and skill above brute force. Saving is the renunciation of the present in favor of the future and so hands down to posterity greater benefits than the valor of ancient days could win for us. What has valor left us but ruined cities and desolated regions? What greater things can we leave posterity than capital to relieve toil, to beautify life, and to spread culture? Sacrifice is regenerated when transformed into service. In the members of a saving, serving group the good qualities of sacrifice are called forth without its old suffering and losses. Generosity is greater than sacrifice, for it is the enrichment of him who is helped by those whose efficiency enables them to aid without renunciation. This emphasis of industrial ideals must first come from the teacher. It is for him to be the embodiment of the new spirit until the poet, the orator, and the historian, breaking the bonds of tradition, relieve him of a task that is more theirs than his. Where the teacher leads they will soon follow. The poets of old sang of battles and heroes; to-morrow they will dwell on security, fidelity, co-operation, and above them all on generosity-for who is the hero but he who excels in generosity?

Of this new industrialism we may well be proud. It extends civilization, diffuses culture, and arouses new enthusiasm in the teacher. The college has stood for culture and for science; it must now stand for efficiency. To educators it seems less worthy to stop waste, to increase economy and to improve mental and physical adjustments than to investigate, to discover, and to cultivate. They sacrifice much in order to be scientific; and they delegate to inferior teachers the training for active life. Yet efficiency is our gravest industrial lack. Should not an education that supplies this lack be as ideal as any other? Yet even business men underestimate its importance because they confuse it with other advantages. We call ourselves an efficient nation because we can produce cheaply and abundantly. It is true that American industry has the advantage of natural resources, that we are an energetic people, and that no other race throws as much vigor into work. But vigor and resources are not efficiency; they are no more than the crude material out of which efficiency arises. We waste resources, we do not husband them. We exhaust energy in direct ways that crush obstacles instead of surmounting or avoiding them. After all we are a nation of bunglers who often dissipate and destroy where we should economize and utilize. We are aware of this when we have work done for us or watch others do it. Shall we cover truth with praises of natural resources and American energy, or shall we lift means to the level of the ends we seek? Education has to do with means as well as with ends, and the idealization of the one should be as complete and vivid as that of the other. Then normal schools, technical schools, and commercial schools will rank with schools of culture or of science, and their teachers will hold themselves well in the van of progress beside men of science and the promoters of culture. Efficiency and economy are great ideals whose import we are only beginning to realize. We should love them; we should strive for them; we should build them in the standards of the nation and in the characters of its people.

THE EDUCATED MAN AND THE STATE.

BY HENRY S. PRITCHETT.

[Henry Smith Pritchett, president Massachusetts Institute of Technology; born Fayette, Mo., April 16, 1857; graduated Pritchett college; entered United States naval observatory, becoming assistant astronomer in 1878; member of several important astronomical expeditions; professor of astronomy Washington university, 1883; superintendent United States coast and geodetic survey, 1897-1900; author of many scientific papers.]

No one connected with the government of the United States in any executive capacity can fail to see that the government of this country is passing rapidly into the hands of educated men. The population of the country at this time is approximately 80,000,000 people. The number of college trained men is perhaps less than 1 per cent of the population. From this small percentage, however, are filled a majority of those legislative, executive, and judicial places of the general government which have to do in any large way with shaping its policy and determining its character. Not only in the ordinary positions of the government service is this true, but the government is calling more and more frequently upon the educated man for the expert service for which his training is supposed to fit him, and this not only in the relation of scientific experts, but in all other directions in which the government seeks the advice and the assistance of trained men.

On the other side of the Pacific a commission of five American citizens has undertaken the most delicate, the most difficult, doubtless the most thankless task in the establishment of civil government to which any group of our citizens has ever devoted its unselfish efforts. It is a significant fact that a majority of that commission are college professors.

The presence, in constantly growing numbers, of educated men in government service means also the displacement of an increasing number of poorly trained men. It is the old story of the untrained against the trained man, and to-day the world recognizes that the day of the untrained man has gone by. In the service of the government, as in all other fields where in

telligence and skill are factors, the educated man is displacing from the higher places the one who has no training or who has a poor training. Whether wisely or unwisely, whether for good or ill, it may be accepted as a fact that the government of this country is passing rapidly into the hands of the educated man. It is a matter of the highest practical importance to inquire whether the man who is coming into this power is worthy of it, and whether the training which he has received in the college or in the technical school is given with any purpose of fitting him for this trust.

Before approaching this question it may be well to call to mind the attitude of the government of the United States and of the state governments toward higher education and toward scientific investigation.

Notwithstanding the crudeness of our legislation, it is still a fact that congress and the state governments of the United States have been generous in gifts to higher education and to scientific work. The gifts of the general government have come from the sale of public lands. To the separate states has been left, heretofore, the power to lay taxes for the support of institutions of higher training. It is difficult to bring together the data for a trustworthy statement of the value of all these gifts, but they aggregate an enormous amount. At the present time the federal government is devoting millions annually to the work of the scientific departments of the government. At the very beginning of organized government in Massachusetts the question of education was one of the first with which the state concerned itself. principle of state aid to higher education, then recognized, has been since that time accepted by the general government and by every state government. In New England, Harvard and Yale and other foundations of higher learning are now dependent upon private endowments, yet almost every one of these has at one time or another received state aid. Harvard was in reality a state institution, having received from John Harvard only $4,000 and 320 books. And while the more generous gifts to New England colleges have come from private sources, they have never hesitated, in time of emergency, to come before the representatives of the people and ask for

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