of the spirit, as the Germans call them, to the sciences of Nature.
A culture without them would be the bleakest and most repulsive
materialism.

The practical recognition of the difference between teacher and
professor would be a decided step. By the side of it those which
we have already taken would appear insignificant. The addition of
chemistry, geology, or physiology to the previous curriculum does
not change its character, so long as the professors of those branches
instruct after the fashion of the professors of Latin and Greek. The
advantage that the men of natural science have over their colleagues
is one which the nature of the subject brings with it. In order to
teach at all, they must come in close personal contact with their
pupils, and to escape falling behind in their department, where
new theories succeed one another with such rapid bounds, they must
continue a certain amount at least of original research. Supplementing
the present curriculum by post-graduate courses will hardly suffice.
Such courses are open to serious objections. If conducted by the
regular professors, they impose additional burdens upon men who have
already more than enough. If conducted by special professors, they
will tend to raise those professors at the expense of the regular
faculty. A lecturer to graduates must necessarily appear, in the eyes
of the undergraduate, superior to the man who hears recitations and
prepares term-reports. Besides, young men who have passed four years
at one college need "a change of air:" they will develop more rapidly
if brought into contact with new ideas and new instructors. Every
institution has an atmosphere of its own, which ceases after a time to
act upon the student as a stimulant.

There is one additional point that should not be overlooked. A careful
discrimination between the functions of the professor and those of the
teacher would benefit both classes of men. Such has been the effect in
Germany. The gymnasium-teacher has a high sense of the dignity of
his vocation and a keen sense of its responsibilities, because he
perceives that he must bring his labors to a well-rounded conclusion.
He knows that the university does not supplement the gymnasium--that
the university professors do not undertake to make good his
shortcomings. The gymnasial course is a completed phase of training.
It aims at giving the pupil all the general knowledge that he requires
previous to his professional studies.