532 INTERNATIONAL CONGRESS OF EDUCATION. 
which will inevitably be sustained, unless the general spirit of the univer- 
sity be high, manly, and devoid of snobbishness. If the technical sti- 
dents, through association with a university, are to come habitually in 
contact with young men who have not seriously taken up the work of their 
lives, who regard college merely as a place in which to have a good time 
or to indulge in sport or dissipation, who have no settled purpose and no 
manly aims, and especially if the technical students are to come habitu- 
ally in contact with young men who regard labor as degrading, who look 
upon the rough clothes and the stained fingers of the laboratory and the 
workshop as badges of inferiority in character or in social standing, then 
a technical school will derive harm, and only harm, from such an asso- 
lation. 
Fourth. A fourth question which needs to be very carefully considered 
by all friends of technological education is, how far immediate profes- 
sional success is to be weighed against ultimate professional success. It 
is, of course, an immense advantage to the pupils of technical schools, 
and to their parents and friends, that the young graduate should be able 
at once to earn his livelihood, even if it be an humble one. In this day, 
when social necessities are so grinding, and when it is so hard to start a 
son in life, that advantage 1s not to be despised or neglected. Yet there 
is always a wide field of choice open to those who control technical schools, 
as to the degree in which they will offer to their pupils studies and exer- 
cises the value of which will be most fully realized in the first few years 
after graduation, or studies and exercises whose value will be increasingly 
felt through the whole course of their professional career, and which will 
qualify them, in larger and ever larger measure, for positions of responsi- 
bility and trust with advancing years. It would be strange, indeed, if in 
the infancy of technological education many mistakes had not been made 
in this matter, predominantly on the side of assigning too much value 
lo studies and exercises of immediate utility. I cannot but believe that 
with larger experience, and with more of conference among those who 
administer technological education, there will be a decided movement in 
the direction of subordinating the acquisition of the knacks of a trade 
and mere technical devices to the study of principles ; and that, even in 
the applications of principles, valuable and invaluable as these are, refer- 
:nce will be had rather to their effect in giving a greater mastery of the 
principles themselves, than to their immediate u bility in professional 
practice. Nay, more, I confidently believe that, even in the study of 
scientific principles, a continually increasing regard will be paid to their 
fluence in expanding the mind, enlarging the views, elevating the alms, 
and strengthening the character of the pupil. 
Fifth. An important question presenting itself to those administering 
technological education is in regard to the expediency of introducing 
some so-called liberal studies into all technical courses. I have already