LIBERAL AND TECHNICAL EDUCATION 385 
and beauty that actually is present in our work, and in counting ind1- 
viduality, patient and prudent independence, of more significance than 
the world’s approval or reward. Subsidiary to such ideals the classics, 
ancient and modern, have indeed their place, which is side by side, 
however, with modern science, in all its branches, and the alert observa- 
tion of living men and existent things, which are at least as important 
instruments to such liberalism. 
The reformation which thus appears necessarly would be furthered, 
in my opinion, by the formation in each school and university of 
one or more associations of instructors for the professed, deliber- 
ate and persistent study of the means through which the liberal spirit 
and purpose may be preserved and increased, first in themselves, second 
in the world at large, and finally in the student body. For liberalism 
can not be very effective in the curriculum until it is born again in our 
hearts and in the world at large. Few instructors seem to be less lib- 
eral, in the fundamental significance of the term, than many teachers 
of the subjects which are traditionally styled liberal. Personally, I 
look with most hope towards those young men who are conscious of the 
need without being committed by tradition and profession to any par- 
ticular way of meeting the need, men, who, having their eyes fixed upon 
the industrial world as the place where men really live, earnestly ask 
themselves how the boys who are to toil there may take with them from 
home and school the habitual recognition that the ultimate aim of all 
modern industry is nothing but the exaltation of manhood, the free 
realization in individuals of the ideals of manhood. 
