her were planned for men, and from them she must choose those adapted to her tastes and capacities. This condition has prevailed and still prevails thruout state institutions with few exceptions. In the University of Minnesota we have colleges of law, medicine, dentistry, several colleges of engineering, and one of agriculture, including instruction in dairying, horticulture, and general farming. From these women are free to select instruction on equal terms with men, and on the same terms offer their services to the public.

Surely this is great progress, and in which our own country takes precedence over all others. And yet this is not the goal for women and their education. The significance of what we have done is that, in so far as men and women have common abilities, common rights, and common aims, they may study and labor together; but beyond the point of differentiation, in a department of life which belongs pre-eminently and exclusively to woman, namely, the home and motherhood, no provision has been made. So noticeable is this neglect that the criticism has been provoked that we are educating shopkeepers and artisans money-makers of our daughters, instead of wives, and mothers, and home-makers.

It is doubtless true that in the development of civilization the first attention is given to the forum and the arts of government and conquest; after these come the shops and the trades for the acquisition of wealth and the material comforts. But all this is only the beginning - the preparation for a living that is worthy the name. Until wealth brings its treasures from the shop and the bank to the home, in forms of use for the comfort of the family; until art learns to beautify the dwelling-place of the family life as well as the cathedral and the capitol; and until science devotes itself to the healthful rearing of children and the hygiene of the home, all these forces of our modern civilization of which we are so proud fall far short of their highest service, and that to which they were destined.

And this final and noblest application of wealth and learning must be effected in the education of women. With equal rights to do what they may do in common with men, they must be permitted to continue their education in preparation for their higher duties of the home, which they alone are able to make and adorn.

I do not hesitate to affirm that, if the subject is to be estimated from the standpoint of science and education, there is as much intelligence and good judgment required in applying science to the care of home and its children as to the care of the stock on the farm; and that it comports with the dignity of any educational institution to apply the principles of chemistry as well to the making of wholesome bread for the maintenance of health, as to the mixing of drugs for its restoration when lost thru ignorance of the laws of health.

So far in this discussion the progress we have noted has been in our

higher institutions, and for the training of specialists of high grade in the several industrial lines of modern life. This demand of our times that our education should contribute to the better living of the people has found tardy response in the high schools of our states. These high schools are the colleges of the people. They must not only fit the few for the higher institutions, and for the special courses, but they must give the final preparation for practical life to the majority of its students. The positions to be filled by those who are graduated from these high schools are, in the main, common forms of business, the trades, farming, and, for young women, the duties of home life.

That the high school and every other school should, in its appropriate way, represent and keep before its pupils the highest aims of education must not for a moment be lost sight of. Its spirit should be to encourage every youth to make the best of himself and the most of life by the highest culture which his circumstances will allow, and by his intelligence and skill to make himself a part of the largest world of human interests and activity of which he is capable. Nothing would be more calamitous to our high schools than to close the avenues to a high culture, and to give undue prominence to mere money-making occupations of life. Having guarded this aspect of the high school, I may say, without being misunderstood, that, inasmuch as life must be lived by the largest portion of the people without the privileges of a collegiate education, it is the duty of the high school to educate this body of its students to the best ideas and the most practical application of them to the station they are to fill. This is especially important in regard to the industries. Until the era of popular education, the educated classes were occupied with social, governmental, and professional duties. The industries were followed by the uneducated classes. The aristocratic application of education, more properly named training, for the improvement of menial service did nothing toward popularizing industrial life, and in giving it rank with the occupations of the cultivated classes. These young people who are in our high schools will not enter the class of menials, no matter how excellent the training. If, however, the useful industries, as manual training and the domestic arts, are given an educational and a culture value in the curriculum of our high schools, the problem has found a solution. The claims of such commercial courses as bookkeeping, typewriting, stenography, and the like, that are now being urged upon our schools, in educating and social value, are not to be compared in importance with those I have named, and for reasons such as these:

1. They are urged by the spirit of trade-a spirit which is already a dominating one in our American life.

2. The elements of commercial transactions ought to be provided as a practical application of, and within the time given to, writing and arithmetic.

3. In educational value the subjects I have named are immeasurably superior. Domestic science requires skillful application of the best results of the sciences of physiology, hygiene, and chemistry. Manual training is an application of geometrical conceptions of forms, in accurate observation, comparison, and judgment, in forms of wood and metal, and also an æsthetic adaptation of the same to useful ends.

4. But, above all other considerations, these subjects foster those forms of life which, for reasons already given, have been in disrepute, and yet are most important to comfortable living. We are already under the influence of a money-getting, commercial spirit, which is intruding upon the quiet comforts of home life, and diverting our youth from occupations which require diligent and steady application to employments that promise moderate yet certain and steady returns in profit. Our young women have already too many encouragements to take positions of public service in shops, stores, and offices; and our schools as promoters of high ideals of life and service owe it to themselves that these subjects receive the attention they deserve.

The educating policy of continental Europe has been to improve the intelligence of the people in order to make them more efficient in their respective spheres of life, and thereby to increase their usefulness to society above them, as well as to add to their own happiness, but without disturbing the traditional class distinctions as they exist. In America the opposite idea has largely prevailed; those in humbler life have been taught that education is the avenue of escape from the sphere of life into which they have been born, and with which the evils of life have been associated. Under this impulse our educational system has fostered a general migration from domestic and industrial life. Our daughters are headed away from the home fireside, and are strung along the way from the merchant's counter and stenographer's table up to the practice of law and medicine. Our boys have dropped the hoe and the hammer, and are headed for the town to become clerks, doctors, lawyers, and legislators.

Now, it is not in my mind to condemn this view of education or to oppose it; but I do urge that we enlarge our views to include that other idea, that education has for its aim a preparation for a life of comfort and honor in every walk of life. It is to furnish our youth with culture of mind and heart that will make them noble men and women, and with the necessary skill of hand that will make home a place of refinement and health, and the shop a place of intelligent and remunerative industry. It is to make all industry of cultivated life honorable, to encourage every young man and woman to seek and to occupy the largest place of usefulness to which he is by nature adapted, to avoid none as if it were menial, and to make home life the center to which art, science, and wealth make their final and choicest contribution.

It is not only that education should prepare for a better living, but it

should teach what a better living is. Next to living, the greatest problem of life is, what is good living? And the greatest obstacle to a good system of education lies in the misconception of society respecting the kind of a living that is most worthy of our seeking. No one can object that man's first effort is for bread for himself and his children; and until this demand is satisfied it is useless to interest him in anything eise. But having bread, he should learn that the delights of life do not increase with the accumulations of bread in the forms of money and bonds. Our schools and our learned men have also to learn what the proper service of education is, and what the final end of its acquisitions in use. Explorers and searchers for things new, whether it be for new continents, new laws of science, or new philosophies of life, are great contributors, and deserve great honor, but these do not rank highest. They are but the forerunners of those who apply things new to the better living of the people; those who colonize the new worlds and establish governments of freedom of the oppressed; those who utilize science for the improvement of social conditions to make more people happier and better, and who multiply happy homes with happy children.

Our great men, in great institutions, have too often forgotten this. They have risen so high into the sphere of the general and the abstract that they have forgotten their highest mission. The aimlessness of the study of philosophy was exposed by Malebranche in the confession that if he held truth in his hand he would let it escape that he might enjoy the pleasure of its pursuit. Modern science, in a like spirit, assumes that all that is not pure science is' impure. A German professor objects to applying calculus to concrete things as falling bodies and other physical phenomena. Another professor has introduced some new phase of mathematical science to his audience after this fashion: "Gentlemen, I am pleased to assure you that this is a chapter in mathematics which can not be applied to any practical purpose." Those men who devote themselves to investigation and discovery must not forget that their honors will not be awarded until they or others have given their discoveries value in some practical application to living. In our day it is the people who are supporting education, and not princes nor a scientific aristocracy. The people are interested in nothing so much as living; and they who are nearest the people are the men who take the crude material of discovered truth, which these miners have sent up from the dark chambers of their hidden lives, and have reduced them to forms of utilitarian beauty, to increase and to improve the happiness of men. And this test is being applied to our entire educational curriculum. Humanity has no use for "art for art's sake," for culture as an end in itself, nor for a science that disappears with its votaries in the realm of the abstract. The supreme test of educational values is: How do these things relate man to life? What better interpretation of living do they give? And how do they contribute to better living?

DISCUSSION

PROFESSOR GEORGE E. VINCENT, University of Chicago, Chicago, Ill.-I am glad that my extemporaneous remarks are not typewritten and in the custody of the secretary, for Dr. Kiehle's comprehensive discussion drives me to the refuge of the university man -the field of the doctrinaire. Bear with me, therefore, while I philosophize briefly in what may seem far from a practical fashion. At the outset let me assert that in all this world the most practical, accomplishing force is the ideal. This is the one thought which I shall try to elaborate in the few minutes assigned to me.

Three words in the topic of the hour I select as significant and as involving the questions at issue. These words are "practical," "application," and "better." What is a practical use of all learning; what is involved in its application; and what is better living? These are the problems.

It is our habit to think of the mechanism of life as the chiefly practical thing. We naturally pride ourselves upon the railway, the telegraph, and the telephone, upon the factory and the printing press. But these are, after all, merely the machinery, the means of life, not life itself. To exalt the mechanism above the ends which it serves is to blunder sadly. The real motive power, the force which brings things to pass, which is truly practical, is the imagery which fills the minds of men, the pictures which arouse their enthusiasm, the visions which inspire them to effort. The fundamental problem is to translate knowledge into ideals, to transmute learning unto an inner light.

Every society is to be judged finally, not by its beautiful wares, its cunning contrivances, its treasures of art, but by the'mental pictures of character, conduct, and destiny which arouse purpose and activity in its men and women. The chief task of a nation, then, is to energize its knowledge, to organize its learning into leading.

The word "application" has for me an unfortunate suggestion. It somehow seems to imply an external, inorganic relation. One thinks of something fastened on or added from without. This may seem merely a quibble about terms, but I fancy a misconception lurks beneath the word. The learning which becomes truly practical cannot be applied or added to either individual or institution or society. It must be taken up into the life of persons and people. It must be a growth in the very fiber of the citizen and the state. The teacher who regards the studies of the school as external entities to be applied to the pupils is hopelessly a machine. Literature, history, art, science become a living, organic whole in the personality of the true teacher.

Nor can any educated class in a nation apply learning and art and idealism to their humbler fellow-citizens. These things must live in the minds of the many. Leadership and suggestion are powerful forces, but there is no alchemy by which "leaden instincts can be fused into golden conduct." A people becomes wise and brave and just only as the imagery of truth and courage and righteousness fills the minds of its men and women. The glory of democracy lies in its faith that the many may live this richer, fuller life.

Nevertheless, the few must discover the truth, translate it into ideals, and put these at the service of all. It is an inspiring task that may well arouse the noblest souls. Think of the devotion of these explorers! I am not wholly content with Dr. Kiehle's imagery of the miners at work in their deep shafts, if that implies narrowness of view and interest. Nor can I feel that "truth for truth's sake" is not a noble quest in itself. It may be a subordinate aim in the hierarchy of purposes which the ideal of social service dominates, but it rises far above many of the practical and sordid ends which men and women are far too prone to seek. May our scientists never cease the pursuit of truth as an ideal end, as well as a means to a larger life for all mankind!

But knowledge cannot in itself fire the imagination and urge men to action. Sentiment must provide the motive force. Ideals are impotent unless they arouse instant response of emotion, resolution, and effort. We cannot neglect this all-important factor,