4] 
as numbers of pupils justify the step; it is a pity that there is no authority 
with power to insure similar efficiency on the part of undergraduate and 
graduate colleges and universities. 
We are failing to appreciate the distinction between undergraduate 
and graduate work. In most ways there is little more in common between 
these than between that of the high school and of the college, and the uni- 
versity is injured in the attempt to make it a small part of a large college. 
Efforts have been made in this country to have universities unhampered 
by undergraduate departments; unfortunately, however, the country has 
declared itself not yet ready for such a logical and much to be desired 
arrangement. ‘ 
The chief function of the undergraduate school is to give instruction 
in such a way as to insure mental development. For those few who are 
to proceed to graduate work, the soundness, breadth and depth of the 
foundation will largely determine the safety and usefulness of the super- 
structure of specialization to be erected later. The first qualification for 
membership in the teaching staff of an undergraduate school should be 
teaching ability together with a thorough knowledge of the subject to be 
taught. 
This teaching ability is largely a natural gift, and if of a high order 
is not common. Let us recognize it, use it, and reward it as an asset of the 
highest value. It can not be created by the study of pedagogy any more 
than logical thinking by the study of logic; it is founded on the intuition 
of sympathy. Teaching is the keenest pleasure to some, the hardest 
drudgery to others; the student readily distinguishes the two. I would 
not, however, imply that even the best teacher can work effectively with the 
undergraduate who struggles to escape education or who is unwilling to 
miake any effort for it because his interests are non-intellectual; such stu- 
dents have no proper piace in an institution of higher learning, and we 
expend too large a part of our energy in forcing such material through to 
graduation. The fashionableness of going to college is by no means an 
unmixed biessing. Why does not some enterprising individual start a 
college with luxurious dormitories and means of recreation and dissipa- 
tion, where work shall be optional and house parties continuous? Hnor- 
mous fees could be charged, professional athletes employed, a suitable de- 
gree conferred after four years, and the working colleges protected from 
young men not desiring education ? 
