the teaching functions. But in time it will be discovered here—a truth already better recognized in France and in Germany—that it is the character of its faculty which chiefly determines the rank to be allotted to any educational institution. Money and all that money will buy —immense sums of money and incredible extensions of equipment—are a necessity for the most successful promotion of liberal culture. But, after all, these things and all mere things are subordinate to the man who knows how to employ them so as to develop in his pupils the truly liberal mind. And if he is himself illiberal, a bigot,—whether his bigotry be that of the philologue, or that of the economist, or that of the "scientist," or that of the advocate of the new psychology,—the teacher may have boundless fame as a specialist, and unlimited enthusiasm for his specialty, but he is not wholly fit to take part in the bestowal of a truly liberal education. Never before was the need so great that the teacher should himself be a man of the widest intellectual interests and sympathies, and of the broadest culture.
It will be seen, then, that the changes in studies which appear to me necessary to meet the changes in the demands made upon the educated man are not to be sought in the character of these studies so much as in the proportions of each and in the method of pursuing them. These changes I believe
