be avoided and a social stability favored. Modern hygiene finds a far wider exposition through the schools than it does through the medical profession. The suffrage movement, at least in most countries, finds its normal method of offense to be educational rather than militant. Socialism works definitely through its educational propaganda.

6. A sixth point can only be mentioned; for, in a somewhat more general way than as the method of social reform, education has come to be recognized as one, if not the prominent, method of stable political and economic advance. The first clear recognition of this function of education came in response to Fichte's addresses to the German nation in 1807-8, when he recommended this remedy as antidote to the Napoleonic subjugation. How successful the remedy was, 1870 demonstrated, and the prominent place of Germany in international politics and in industry yet illustrates. In our own history it has been repeatedly stated by leaders from Washington and Jefferson to the present and quite generally recognized by the people themselves that the stability and development of our political institutions depended on the education of the masses as well as that of leaders. Not only upon their general intelligence, but now more clearly seen upon definite political instruction. In no less degree does the same hold true of economic development. No clearer recognition of this has been given than by the deliberate adoption on the part of the British government of an extensive scheme of industrial education as a means for meeting German industrial competition. And there is no more outstanding illustration of the way in which national handicraft in natural resources can be overcome by industrial, technical, and commercial education. The astonishing advance of Germany during the last century is due in their own estimate as well as in that of others to this more than to any other one factor.

Advance in general economic intelligence as well as in technical skill and commercial ability is also dependent on education. Only by such general instruction can society destroy such doctrines of the wage-earner that there is general advantage in destruction of property or of luxurious waste in making work or as held by the

employer that considerations other than legal ones have no place in competitive business.

7. Concerning the reciprocating influence of this broadening function of education on the technical theory and methodology of education much might be said, as a seventh count in the argument, but this is chiefly of interest to the professional student of education and to the educational administrator. Every expansion in political rights and powers is followed by an expansion of the curriculum by a further inclusion in the curriculum of the political and social sciences. A study of textbooks reveals this clearly. At times, as in the period immediately following the American Revolution, such changes have been very pronounced. In a similar way each increase of power over Nature has resulted in the wider inclusion of the sciences. And especially as the social as well as the intellectual significance of the sciences is realized has this been true. Undoubtedly the growing recognition of the significance of physiological chemistry and synthetic chemistry has been a powerful influence toward the inclusion of the so-called household arts in public schools and colleges and universities all over this land. It is a far deeper thing, and in hopes of a far greater result, that the introduction of some practical training will meet immediate needs of the masses of the people. It bears within it the possibility of fundamental industrial, social, and moral changes.

This reciprocal influence on the theory of education is nowhere more clearly seen than in the various phases of professional education. In so far as the social point of view is substituted for the individual one, any profession becomes liberal in exactly the same sense as the traditional liberal professions. The Hippocratic oath may have called the attention of generations of medical students to the social character of their profession, but more has been accomplished in one generation through the realization that disease to a very large extent is a social phenomena, due to social condition, to transmission through personal contact, and that its cure is quite as largely of social as of individual significance. Preventive medicine, conservation of health, and similar movements are the outcome of this newer point of view in professional education. How much

might be done for our modern business and for economic conditions in general through the organization of a professional training on a similar basis remains to be seen, awaits even yet the men of vision to lead the way. There was a time when more than 70 per cent of college graduates entered the ministry, and college education for them was liberalizing. Now more (30 per cent) enter business than enter any other single line. How much of a definite professional training, of this liberalizing, socializing character, does the prospective business man get in the present college curriculum? In general, this reciprocal influence on the theory of education is forcing not so much a rejection of the old as a restatement of it. The liberality of an education in any time is to be measured not in the old terms of criticism of life, to use Matthew Arnold's words, as in the new terms of contribution to life.

This developing view of human relationships and of contribution to social welfare as the test of formal, especially professional, education is forcing a greater differentiation in institutional education-one of our greatest educational needs, if not the greatest. We are yet under the incubus of the belief that democracy means uniformity. We believe in one public school for all, one high school for all, even one type of college course for all. The mania for standardization and organization leads us to forget, not only that variation is a prerequisite of selection and progress, but that variation is a necessity of stable life. Our greatest need on the side of organization to meet this developing view of society which posits a greater integration is a greater differentiation of schools. Not all children need the same kind of elementary education; in the secondary a greater diversity is needed than even in the higher fields, as it applies to a so much greater proportion of our population; and yet there is scarcely any diversification and that which is developing meets with great hostility.

8. Finally, we are coming to consider education as the means of progress, the method of social evolution. By it the present can determine or at least influence profoundly the future. By it one generation in turn hands on to the coming one that which it received from the past, modified by its own estimates of worth, added to by its own endeavors, passed through the medium of its own experi

ences. It is through education, as thus considered, that social evolution is raised to a higher plane than that of all pre-social evolution. Progress becomes cumulative in its effect, geometric in its ratio. By education, the achievements or characteristics of one generation are handed on to the next. If it is the nontransmissibility of acquired characteristics that constitutes natural selection the chief method of organic evolution, it is this very feature that constitutes education the method of social evolution. It is because in very recent times this process has become a conscious one that the subject assigned for discussion in this paper has significance. Not but what this conception of education has been held in various times in the past by those with a vision. In the seventeenth century it was revealed to Francis Bacon, who commended to all devotees of science and philosophy the study of the process he termed "tradition," the process by which one generation hands on its inheritance and its achievements to the coming one; and commended the conscious control of this process in the service of progress. It is due to this conception that Aristotle, though with no definite idea of social progress, called education a practical, as opposed to the theoretical sciences, and made it subordinate to politics. It is due to the gradual realization of this conception of education during the last century by society as a whole that education has become the process outlined in this discussion.

Hence in conclusion, if I may speak for the largest group of professional men and women in our society, I would formulate this argument in terms of a plea of public education: a plea to the scientist, that he be interested not only in the new interpretation of phenomena, and in the new control of natural forces; but also in the dissemination of scientific knowledge and scientific methods of thought and procedure among the masses, and thus assist in the control of the greatest of all forces, public opinion and the social will; to the economist, that he be interested not only in the investigation and interpretation of the economic phenomena of society, but also in that institution which touches more lives and those lives more powerfully than any other save possibly the state itself, that it be not one of the most wasteful of institutions in the expenditure of human energy, and relatively one of the most inefficient in the

expenditure of social wealth; to the historian, that he realize that the vital connection in the continuity of history is to be made in the transmission of the achievements and standards of the past to the coming generation; that the really vital thing in history is the teaching of history to the end that historic forces and institutions be generally understood and conserved; to the sociologist that he also give attention to the problems of public education, a social process now so influenced by the general principles which are fundamental to his science that it has become the chief means by which society seeks to accomplish a great variety of its purposes-to assist its helpless; to correct its delinquents; to improve its dependents; to equalize its opportunities; to preserve its resources; to lift up the lowly races; to amalgamate alien races; to preserve its hardwon wealth of culture; to perpetuate the results of its age-long struggle with Nature; to render stable the trumphs over the limitations of human nature; the process by which it seeks to realize in coming generations those ideals which are promulgated by the present as an aspiration or as a vision of possible attainment.