August 1, 1913] 



SCIENCE 



141 



dent with the greatness of the profession 

 that he is studying and lead him on to 

 larger visions. Fortunately, the world 

 needs both draft horses and speed horses, 

 otherwise some of them would have to be 

 put out of the way. Similarly, it is a great 

 comfort to some of us to think that pos- 

 sibly we are doing the work of the world 

 for which we are created, even if we are not 

 breathing out great ideas at every breath. 

 All hail to the man, however, who has ideas 

 and can cause others to adopt them, to lift 

 the world up and into larger visions, and 

 so to do bigger things for the benefit of 

 mankind. Great men are not necessarily 

 either enthusiastic or yet inspirational, and 

 some of the poorest teachers under whom I 

 have sat were great men in other lines of 

 human endeavor. But I am sure we can all 

 recall some one of our own teachers who 

 was both a great man and a good teacher at 

 the same time. But, may I not ask, was he 

 not a good teacher because he was enthusi- 

 astic and inspirational, and had no thought 

 of apologizing for being a teacher? The 

 man who can never be a good teacher is he 

 who is ashamed of his job, for to him it is 

 most likely to be only the line of least effort 

 to the pay-check. 



The good teacher is he who has felt the 

 thrill of having been called to the upbuild- 

 ing of character in others, who day by day 

 sees the unfolding of the innermost life of 

 his fellow citizen, who has a life of service 

 to live and enjoy, and who deals with hu- 

 man minds in the laboratory of life; for, 

 after all, is not education only scientific 

 research applied to character? Just as we 

 go to the physician for improvement of the 

 body, and to the priest for the betterment 

 of the human soul, so we should go to the 

 good teacher for the training in character 

 which the young all need in different de- 

 grees. One of the inspiring sights of the 

 college year and the one which always gives 



me a genuine thrill of happiness is on com- 

 mencement day to look over the sea of up- 

 turned faces of men and women who have 

 just been graduated and feel that we have 

 been in some small degree a party to their 

 training and responsible for their future 

 success in the battle of life and in the part 

 that they will hereafter play, for weal or for 

 woe, as our fellow citizens in this republic. 

 In their promise of success is our joy and 

 reward for a year of hard work. But for 

 the joy of service, some of us would not be 

 willing parties to what the governor of 

 Ohio recently described as "the scandal of 

 low salaries paid to college professors." I 

 sometimes think that school boards and 

 trustees occasionally take advantage of the 

 idealism of the teacher to get his services 

 below the proper market rate; and this is 

 especially true of engineering teachers who 

 in most cases can, and sometimes do, earn 

 more money from their clients during a 

 part of the year than they receive from 

 their professorship during the major por- 

 tion of the year. All the pay of the good 

 teacher does not come inside the pay en- 

 velope. Much of it comes in that inward 

 consciousness of work well done in the 

 training for citizenship, for that efficiency 

 which will prevent poverty, for success in 

 whatever walk of life may be followed, and 

 finally for the larger life here and here- 

 after. Some one has defined the profes- 

 sional class as the one that has no leisure, 

 as instanced by the minister, the phj^sician 

 and the lawyer. Judged by that standard, 

 we, as teachers, belong to the professional 

 class. 



Probably some of you have been wonder- 

 ing why I have not as yet said anything 

 aboul; the good engineering teacher being 

 above all other things a good engineer. 

 That goes almost without saying in this 

 presence, provided you mean the hest 

 teacher. The engineering teacher who has 



