have both the capacity and the desire to pay the price in discipline and accomplishment demanded by our program. With a faculty of men and women giving everything in them to the work, it would be a social waste to have that effort expended upon unproductive material.

The aim for approximate self-support for student and institution is not an incidental matter. It is closely related to the development of selfreliance and a sense of social accountability on the part of the student. The problem of financing American education has not been solved. The demands for absolutely necessary public uses far outrun our national current assets. For instance, the present cost of elementary and secondary education in the United States is less than fifty dollars per year for each American child of school age. A careful examination of costs in school systems that give reasonably adequate educational opportunity indicates that such opportunity cannot be furnished for less than about $250 or $300 per year. To give each of the 25,000,000 American children of school age the reasonably adequate educational facilities represented by a very economically managed private day school where the tuition is $250 per year, would make necessary an additional annual tax of five billion dollars, about as much as is now spent for all national, state, and local government, including war debts.

But with elementary and high schools cared for, the need for public funds is only begun. Colleges and universities, adult education, religion, charity, the elimination of feeblemindedness, public health, the protection of our forests, good roads, railroad expansion-all these and many other

needs make imperative demands upon our national wealth. Since we can meet only a small portion of these demands, it behooves us to budget our total national resources so that we choose the more essential objects of expenditure, and reduce or eliminate the less essential. Now, if there exist great reservoirs of assets, the wise use of which would lighten our burdens and enable us to secure more vital necessities, we do well to find and to use those assets.

In the capacity of college students largely to support themselves and the institutions they attend there exists such a reservoir. More than that, the very process of self-support develops self-reliance, self-respect, and a sense of social responsibility. To spend four years at college learning that the world owes one a living is not necessarily the best training for a young man or woman. If every college student were required to contribute to his education as much as he could without hurt to himself, the increase in self-respect and social responsibility would be a greater gain than the money saved.

Just how great is this productive capacity of young men and women, just how much they can relieve the public burden by partial self-support, while at the same time increasing rather than decreasing the value of the college course, no one knows. This is a field of research. To start out with the assumption that the college student must entirely support himself and his institution would be presumption, and not the spirit of inquiry. It is the hope of Antioch College to determine by experience approximately what are the reasonable limits to self-support under its own conditions.

One thing is certain: the possibilities will not be developed by trying to graft self-help on a college organized and operated along traditional lines. The institution must be adapted to its functions. In the traditional college, self-help means a continual strain to adjust one's self to a régime built for the student to whom self-help is not necessary. It commonly means long hours, broken sleep, and loss of social life. At Antioch we believe that there is no essential conflict between the best welfare of the student and well organized provision for him to bear his share of the load.

A certain New England man and wife at their death left a large sum of money to their local church. In one of the annual reports of the church a few years later was the statement: "A small part of our support comes from members of the parish, but most of it is provided by the saints." These pious people would scarcely have recognized as participants in the process the miners who dug the coal that warmed them, the farmer and baker who supplied the minister with bread. Colleges are similarly supported.

college age and of equal intelligence do not go to college. do not go to college. It is not true that too many boys and girls are going to college, but the wrong ones in many cases are going. The test of character represented by a reasonable degree of self-support would go far toward the elimination of students without worth-while purpose, and would supplement in a valuable way prevailing tests of academic fitness. For the student effectively meeting the test there comes an education in relative values as fine as in any other college experience.

The more important specific details of our general principle may be summed up as follows:

That professional as well as liberal students shall endeavor to enter into their inheritance from the past through an acquaintance with great literature, history, art, and philosophy.

That they shall gain a knowledge of the world they live in through the natural sciences and the social sciences.

That they shall develop the habit of accurate observation and analysis through study of the sciences and through practical experiences.

That they shall develop valid purposes and aspirations and moral and spiritual incentives largely by being given intimate contact with people who are controlled by such motives, by an orderly study of life purposes, by a conscious desire to bring the elements of character and personality into perspective, and by carrying a reasonable share of the economic burden of society.

That they shall be encouraged and helped to find their vocations and to prepare for them.

That development of the basic qualities of personality such as initia

tive, courage, adaptability, responsibility, persistence, and tact, be stimulated by placing students in situations where these qualities are absolute essentials. The best device we have for this development is our part-time working program, which includes a reasonable element of self-support for student and institution.

That there should be brought about that actual mastery and knowledge of the student's own personality and of life which comes only by abundant contact with reality. This includes putting the student into situations where to succeed he must discover and use his utmost resources of courage, interest, and determination. Great power can come only by such great effort.

That development of social responsibility and social skill be promoted. American society cannot persist if made up of specialists, each interested only in his own functions. Students must be prepared to exercise the general functions of citizens as well as the special functions of their callings.

That the development and maintenance of physical health shall be definitely provided for.

In closing, I will quote these introductory paragraphs from Hamilton Wright Mabie's "Work and Culture":

"A complete man is so uncommon that when he appears he is looked upon with suspicion, as if there must be something wrong about him. If a man is content to deal vigorously with affairs, and leave art, religion, and science to the enjoyment or refreshment or enlightenment of others, he is accepted as strong, sound, and wise; but let him add to practical sagacity a love of poetry and some

skill in the practice of it; let him be not only honest and trustworthy, but genuinely religious; let him be not only keenly observant and exact in his estimate of trade influences and movements, but devoted to the study of some science, and there goes abroad the impression that he is superficial. It is written, apparently, in the modern, and especially in the American, consciousness, that a man can do but one thing well; if he attemps more than one thing, he betrays the weakness of versatility.

"Specialization has been carried so far that it has become an organized tyranny through the curiously perverted view of life which it has developed in some minds. A man is permitted, in these days, to cultivate one faculty or master one field of knowledge, but he must not try to live a whole life, or work his nature out on all sides, under penalty of public suspicion and disapproval. If a Pericles were to appear among us he would be discredited by the very qualities which made him the foremost public man of his time among the most intelligent and gifted people who have yet striven to solve the problems of life.

"A man of original power can never be confined within the limits of a single field of interest and activity, nor can he ever be content to bear the marks and use the skill of a single occupation. He cannot pour his whole force into one channel; there is always a reserve of power beyond the demands of the work which he has in hand at the moment. To a man of this temper the whole range of human interests must remain open, and such a man can never escape the conviction that life is a unity under all its complexities;

him, a tiny, mighty man, carrying the globe, the whole, huge world, on his bended back. I used to study and admire his muscled legs, arms, shoulders, neck, and the responsible expression on his straining face. I wished that I might be some day as strong as Atlas and do what he did. But I wondered, too; I wondered, as only a child or a grown-up imbecile can wonder, what Atlas had to stand on.

down on the ground. No, Atlas, and the world also, seemed to me to be all up in the air! And teacher said I was right.

But teacher laughed. And yet, as I look back now to those good young days, I can see that that teacher, like teachers generally, did not laugh enough or in the right direction. He laughed at me, the child. I can see now his bending back, the straining look in his conscientious countenance.