of the teachers, who recognizes their absolute devotion to the school as an institution and their earnest zeal to promote the highest interests of the boys committed to their charge, can never, never forget the school in which he has received so much of good, in which he has experienced so much of joy, and which, as the years go on, will never cease to be to him an inspiration. May the memory of Shattuck be such an inspiration to every one of you.

I hope as many of you as can will go on with your studies further and not be content to stop until you have gained at least what we call a liberal education. I hope this for your own sake, and for the country's sake. There is no country where the "sacra fames auri" of Virgil, the accursed greed for gold, is so strong as with us at least no country where men are so ready to devote their lives systematically and without interruption or rest to the acquisition of wealth. But a man who sacrifices growth, learning, culture, for wealth, who gives his life for wealth alone, pays too high a price for what he gets. He brought nothing into the world and he can carry nothing out. But what he is here, he will be hereafter. Death strips us of all our luggage, but he can not tear from our minds and hearts the things which have entered into and become a part of our intellectual and spirtual being. For myself, I would rather enter the unseen world as an intelligent spirit that had fed and grown upon the bounty of God on earth, than as a dwarfed soul, whose only achievement in life was represented by a pile of gold on earth, over which the heirs are already wrangling. It is better to be than to have.

And now, students of Shattuck, whether my

ideas respecting your school are correct or not, it is in your power to make your school better even than it is, better certainly than it appears even to me. Every boy has his influence in determining the character of his school. There are fashions and customs in schools which the boys originate and which only the boys can destroy. If you have any such here that are unworthy of you, that are unmanly, that are unchristian, I pray you to destroy them; and let the most manly be the first to set his face against them. Whatever is good here, cherish and maintain. Be it yours to lift up Shattuck, to make it a school where the spirit of love shall be manifested in your daily lives, where a genuine and earnest devotion to sound scholarship shall prevail, where purity and peace shall abide, and where God shall be reverenced and honored in all that you do.

THE WORK OF THE TEACHER*

The apostle John is credited with having written the Book of Revelation and he has anticipated a good deal of the possible glory and splendor of the future, so that it would be hard for the liveliest imagination to paint coming glories which could not be said to have been practically anticipated by John in his Revelation-and John is entitled to the credit of his

vision.

There are many bright men engaged in the work of education who are good talkers, who rarely talk twice alike, who have something new every day, and who in the aggregate seem to have been fairly successful in painting the future New Jerusalem of education-and they are entitled to the credit of their

vision.

But before the vision in John's Revelation can be realized, a great deal of hard work must be done, and they who do this work slowly and patiently lift up society and make better men and better citizens, are entitled to the full honor for what they accomplish, and are not to be shut off as unprofit able or unoriginal because they have never reached any ideals which had not been anticipated by John in his Book of Revelation. And in like manner the

*Delivered before the State Teachers' Association of Wisconsin, at Milwaukee, December 27th, 1906.

great army of teachers who patiently strive to make the most finished product out of the raw material furnished them, and who, holding fast to whatever wisdom experience has taught, are yet ready to welcome new ideas and to try new methods, are not to be robbed of the honor which belongs to them for making it possible to realize the apocalyptic visions of our educational seers.

There is at the present time undoubtedly not a little unrest in educational circles. Thinking men criticise the work of schools and of colleges. It is claimed that the requirements for admission to the college are too high or too low, and that the high schools are run specially for the small numbers who wish to go to college, and that the studies ought to be such as will fit for the vocation to be followed. It is claimed that much time is wasted on unprofitable studies; and that too many studies are pursued

at once.

It is claimed that the cramming process is so much insisted on that students have no time to think, while it is generally admitted that education ought to help a student to think, and that the student who merely absorbs and never thinks can not be said to be educated.

It is claimed that our courses of study have too little relation to the work of life, and that our teaching does not take account of the varying capacities, tastes, and possible achievements of the students. It is claimed that traditional ideals have too large con trol, and inviting possibilities of a new character have too little control. It is claimed by some that, because a particular study is not profitable for everybody, it should be pursued by no one, and by others