And yet even here the outlook is extremely hopeful.  The new movement toward industrial education is placing greater and greater emphasis upon those subjects of instruction and those types of methods whose efficiency can be tested and determined in an accurate fashion.  The intimate relation between the classroom, on the one hand, and the machine shop, the experimental farm, the hospital ward and operating room, and the practice school, on the other hand, indicates a source of accurate knowledge with regard to the way in which our teachings really affect the conduct and adjustment of our pupils that cannot fail within a short time to serve as the basis for some illuminating principle of educational values.  This, I believe, will be the next great step in the development of our profession.

There has been no intention in what I have said to minimize the disadvantages and discouragements under which we are to-day doing our work.  My only plea is for the hopeful and optimistic outlook which, I maintain, is richly justified by the progress that has already been made and by the virile character of the forces that are operating in the present situation.

On the whole, I can see no reason why I should not encourage young men to enter the service of schoolcraft.  I cannot say to them that they will attain to great wealth, but I can safely promise them that, if they give to the work of preparation the same attention and time that they would give to their education and training for medicine or law or engineering, their services will be in large demand and their rewards not to be sneered at.  Their incomes will not enable them to compete with the captains of industry, but they will permit as full an enjoyment of the comforts of life as it is good for any young man to command.  But the ambitious teacher must pay the price to reap these rewards,—­the price of time and energy and labor,—­the price that he would have to pay for success in any other human calling.  What I cannot promise him in education is the opportunity for wide popular adulation, but this, after all, is a matter of taste.  Some men crave it and they should go into those vocations that will give it to them.  Others are better satisfied with the discriminating recognition and praise of their own fellow-craftsmen.

FOOTNOTES: 

[Footnote 2:  An address before the Oswego, New York, County Council of Education, March 28, 1908.]

[Footnote 3:  It should be added that the movement toward universal education in Germany owed much to the work of pre-Pestalozzian reformers,—­especially Francke and Basedow.]

[Footnote 4:  While the years from 1840 to 1870 mark the period of intellectual revolution, it should not be inferred that the education of this period reflected these fundamental changes of outlook.  On the contrary, these years were in general marked by educational stagnation.]