ations also, and answers many complaints.
The white teacher who recently left because there was 'no future' for
her own career; the educator who complained of a system which
continued to educate on general lines when some vocational diversion
would be more profitable; those who support the objections of the
'Crisis' that Hampton is not a university--all these critics fail to
understand the new philosophy of Hampton and its dominant human
motive. It would be a great mistake if, as appears to be hinted here,
any concessions should be made to the demand of these last critics,
whose aims would destroy the whole idea of Hampton, and its value as
a world experiment. The author of the book and distinguished student
of social ethics so strongly brings out its claim to a new education,
for a new world that (to repeat) the reader cannot fail to inquire if
this is the solution of the future in our forthcoming new world.

"Dr. Peabody brings us to the beginning of the third era and pays a
deserved tribute to the new principal. Rev. James E. Gregg, who enters
on the task at a critical time. Just now, when the race question is
acute both here and everywhere, and when the new democracy is
demanding a new education, there could hardly be a greater opportunity
for the man or the school.

This inadequate sketch of a most informing and inspiring book may well
be closed with a few paragraphs which sum up the aims of Hampton
Institute:

"'In short, the fundamental issue in all education for life is between
a training to make things and a training to make character. Is a man
to be taught carpentering primarily that a house shall be well built,
or that in the building the man himself shall get intelligence,
self-mastery and skill?'

"'The principle was definitely accepted that these shops and classes
were maintained, not as sources of profit, but as factors in an
education for life. Young men and women were not to be regarded as
satisfactory products of Hampton Institute because each could do one
thing and get good wages for doing it, but because each had been
trained to apply mind and will to the single task, and had made it not
only a way of living, but a way of life.'

"'Trade education as conceived gradually developed and finally
realized at Hampton Institute is a development of the person through
the trade, rather than a development of the trade through the person.
The product is not primarily goods, but goodness; not so much profi