528  The  Significance  of  Education.       j A m^™*t  W2irm" 
elements  involved,  his  education  in  his  profession,  on  the  one  side, 
and  his  liberal  education,  on  the  other,  or  what  we  might  properly 
call,  at  least  from  a  certain  standpoint,  his  special  and  his  general 
education.  My  contention  is  that  not  for  a  moment  is  there  any 
actual  line  of  demarcation  between  the  two.  They  are  like  two  states 
of  matter  in  flux  that  flow  into  each  other  until  the  whole  is  per- 
meated by  both  and  a  new  compound  is  formed  that  partakes  of  the 
nature  of  both  elements,  but  yet  in  the  end  is  neither.  The  lines  of 
a  professional  education  at  the  present  time  in  its  narrow  sense  of  a 
special  training  for  the  practice  of  some  one  of  its  many  phases  are 
as  a  general  thing  well  laid  down,  and  the  professional  schools  of  the 
country  of  the  best  sort  are  more  adequate  in  their  equipment  of 
men  and  methods  and  more  reasonably  sure  of  the  competency  of 
their  professional  product  to  understand  and  to  cope  with  the  prob- 
lems of  practice  than  ever  before  in  our  history.  This  is,  however, 
but  one  part  of  the  problem  of  education,  for  a  man,  and  we  must 
now  be  careful  to  say,  in  her  share  in  the  practice  of  the  professions, 
a  woman,  who  is  trained  in  a  profession  alone,  and  no  matter  what 
that  particular  profession  may  be,  is  only  half  educated,  for  another 
half  essentially  important  has  been  neglected.  I  should  greatly 
doubt,  however,  when  all  is  said,  that  any  one  of  the  good  profes- 
sional schools  now  walks  consciously  into  such  a  slough  of  despond 
as  to  make  its  courses  of  instruction  purely  professional  and  nothing 
else,  or  at  least  does  not  base  its  professional  training  as  a  climax 
of  formal  education  upon  a  basis  of  general  culture.  There  are, 
nevertheless,  from  the  very  nature  of  the  case,  temptations  to  do  so 
that  must  be  borne  in  mind  in  the  organization  and  conduct  of  every 
professional  school,  whether  pharmacy,  law,  or  medicine,  or  any 
other,  that  must  be  counteracted  and  discouraged.  There  is  an  in- 
sistent demand  in  an  age  that  is  distinctly  materialistic  for  material 
results,  and,  in  the  characteristic  hurry  of  the  time,  for  their  rapid 
production,  and  the  young  men  and  young  women  who  are  to  go  out 
into  the  world  in  the  practice  of  a  profession  for  themselves  are  con- 
fronted with  a  period  of  preparation,  if  care  is  not  taken,  too  pro- 
longed in  age  and  expense  to  make  it  possible  of  accomplishment. 
These  are  real  difficulties  that  confront  every  professional  school  in 
the  proper  carrying  out  of  a  scheme  of  education,  and  yet  they  must 
be  rationally  met  or  else  that  school  has  only  half  done  its  duty  to 
those  whom  it  has  stamped  with  its  approval  at  the  end  of  its  teach- 
ing.   It  may  be  true  that  the  school  in  question  has  prepared  its 
