where characteristics are marked, the shoemaker should be
allowed to stick to his last. It is a very wise procedure that is more
and more being followed at the present time, in American universities,
of recognizing such differences and making provision for research
professorships that include no teaching duties whatever. The percentage
of these should be small, of course.

What kind of a teacher should the university employ, then? The teacher
who is eager to push the boundaries of human knowledge a little beyond
the point yet reached and who also greatly desires to take knowledge as
an instrument and with it develop boys and girls and equip them for
leadership in the great world of action. So far as possible the two
kinds of service should be performed by the same person, but yet that is
immaterial--the material thing being that both kinds be performed.

What kind of teachers should the university employ? Why, teachers who
not only desire to do these two things, but who also know how to do
them. If one is to do research work, he should know how to do it,
economically and efficiently. His preparation should have included a
certain amount of reflection upon the reasons for research and of
training in the manner of conducting the same. Likewise, if he is to be
a teacher, he should be well grounded in the theory and art of teaching.
If he is going to shape opinions, mold character, give points of view,
develop human minds, then it goes without saying that his preparation
should have included a very thoro study of the human mind in its various
relationships, activities, and stages of development. If a teacher is
expected to equip young men and women for the duties of life as leaders
in the great social, economic, and political activities, he must also
possess great stores of knowledge, and likewise know how to impart that
knowledge so that it will become equally the possession of others.

THE UNIVERSITY TEACHER IN HIS CLASSROOM

The second of my three topics, "The University Teacher in His
Classroom," is an even more intimate one than the one just treated. It
is so intimate that perhaps discretion would be the better part of
valor, but since I am at a considerable distance from the people and the
institutions I am discussing, I feel that I can proceed with comparative
safety.

There is abroad at the present time considerable hostile criticism of
our higher education. Our graduates, it is said, are not able "to
connec