who think of taking up journalism as a profession.  In such a course, political economy, constitutional and international law, English and American history, and the modern languages and literatures should constitute a full and serious discipline.  It is not probable that the study of philology will ever attract the same attention here that it does abroad.  Our needs lie in the direction of the natural sciences rather than in the direction of history and linguistics.  But we should be derelict to our duty were we to sacrifice these sciences 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.