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ized powers with the hope and expectation that they would quickly assume their place as leaders of the life of the masses by virtue of the rightful claim and authority of the higher culture. There has been a great change in educational thought and opinion since that day. The older advocacy was much more complimentary to the inherent claims and dignity of humanity than the modern vocational point of view. The vocational objective of education, however, has proved the more persuasive, so that our entire educational fabric is more or less dominated by the modern bias. Howard University, along with the rest, has had to shift the basis of its plea in harmony with the newer demand. But the motive, reason, end in view remain the same. Its new objective as the old is to develop leaders for the wise guidance and direction of the masses of the Negro race. Wherever the blind lead the blind, the whole procession is headed for the inevitable ditch. For want of vision the people still perish. Howard University merely interprets the old ideal in terms of the modern day requirements. The Negro race has as yet no leisure class. There are no scholars or literati devoted to the pure love of learning whose ulterior aim is to influence public thought and opinion through the subtle influence of letters. By reason of the material poverty of the race every educated Negro must first make a living for himself. The necessities of a livelihood absorb a large part of his energies. He must exert his leadership in connection with his vocation. On scanning the last catalogue one might be disposed to look upon Howard University as a purely vocational school. Its departments comprise the College of Liberal Arts, the College of Education, the College of Applied Sciences, the School of Commerce and Finance, the School of Music, the School of Public Health, the School of Religion, the School of Law, the School of Medicine, the School of Dentistry and the School of Pharmacy. The vocational aim is connoted in the very captions of the departments into which the work is divided. Perhaps not a single one of those who receive the pure arts degree will devote himself to non-vocational scholarship but will enter immediately upon the study of one of the professions or upon some practical pursuit,