Decembeb 3, 1909] 



SCIENCE 



787 



THE INDUSTRIAL AND THE CULTURAL MUST 

 GO TOGETHER 



It is said that an ancient and honorable 

 university once wrote over its portals: 

 "No useful knowledge taught here." I 

 would not go to the opposite extreme and 

 write over the portals of even this insti- 

 tution—the child of a strictly utilitarian 

 age— the legend: "No subject that is not 

 useful taught here." I would make all 

 the courses practical enough to fit men for 

 efficient service in their several professions 

 and pursuits of life, and at the same time 

 liberal enough to prepare them for the 

 highest service as citizens. 



The best part of an educational institu- 

 tion is its spirit— is the point of view which 

 it gives its students— the ideals which they 

 carry away from its halls and through life, 

 for of more worth than fine gold is a quick- 

 ened conscience and a capacity to distin- 

 guish between what is right and what is 

 wrong. 



A high ideal is the noblest gift man can bestow 

 upon man. Feed a man, and he will hunger 

 again; clothe him, and he will become naked. 

 Give him a noble ideal and that ideal will abide 

 with him through every waking hour, giving him 

 a broader conception of his relation to his fellows. 

 The ideal must be so far above us that it will 

 keep us looking upward all our lives and so far 

 in advance that we shall never overtake it. 



Those whom we send cut must make a 

 large contribution to the welfare of the 

 world. 



GREAT TEACHERS MAKE A GREAT SCHOOL 



We point with a pardonable pride to our 

 splendid group of buildings, the broad ex- 

 panse of fertile soil which constitutes the 

 college farm, the improved plants and ani- 

 mals, boasting of both a distinguished lin- 

 eage and an honorable career, to the shops 

 and equipment of laboratories and libra- 

 ries, to the new athletic fields and gym- 

 nasium in immediate prospect, and to our 



other material possessions, and uncon- 

 sciously make the sum of these, the college. 



It is, however, the teacher who deter- 

 mines the worth of the school. We have 

 no means of measuring the value of a great 

 teacher. It was in the musty law office of 

 John Wythe that Thomas Jefferson stud- 

 ied, as did also one of the greatest judges 

 that ever sat upon the supreme bench, 

 John Marshall, and also the greatest orator 

 that ever electrified an audience in his 

 period of the world's history, Patrick 

 Henry. John Wythe was himself chan- 

 cellor of Virginia, and a great man, but 

 great chiefly for the men he made. 



Given a good teacher, and locate him 

 in a cellar, an attic or a barn, and the 

 strong students of the institution will beat 

 a path to his door. Given a weak teacher, 

 and surround him with the finest array of 

 equipment that money can buy, and per- 

 mit the students to choose, as in the 

 elective courses, and his class room will 

 echo its own emptiness. 



A poor teacher in a German university, 

 where all subjects are elective, is a matter 

 of comparative indifference, but in an insti- 

 tution such as ours, where the courses of 

 study are fixed, to keep a poor teacher year 

 after year and require hundreds of young 

 men and women to waste their time in his 

 classes, is little short of a crime. 



Economy in teachers' salaries is false 

 economy, and will quickly react upon the 

 institution and upon the state. Low sal- 

 aries mean cheap teachers and low-grade 

 work. The twenty-five hundred or more 

 students who come here annually to secure 

 an education have a right to demand the 

 best. To lose our best teachers the moment 

 we have developed them to a high degree of 

 efficiency, because we can not meet the sal- 

 ary paid in kindred institutions is de- 

 plorable in the extreme. Or to secure good 

 teachers and so load them with work 



