116 INTERNATIONAL CONGRESS OF EDUCATION. 
restrictions upon it. Our colleges and universities, and our law and medi- 
cal and theological schools have seldom endowment enough to render 
hem independent of popular demands and standards. They are wholly 
independent, however, of each other, and cannot be constrained to accept 
any common scheme or standard. Even if the public had made up its 
mind very definitely on this subject, no means are at hand to facilitate 
concerted action. Reform must come piecemeal, and by example ; not 
all at once and by authority. The remedy for the present state of affairs 
in this country seems to me to lie in resolute independent experiment by 
individual institutions. Let leading universities and colleges that have or 
can get money enough to make them free to act without too much regard 
to outside criticism, first erect professional schools upon a new model of 
scholarship, and then close the doors of those schools to all who have 
not a first-rate college training. It would not take the country long to 
find out that the best practical lawyers and doctors and preachers came 
out from those schools—and the rest would be discredited. I believe that 
no medical or-law or theological school ought to be a separate institution. 
It ought to be both organically and in situation part of a university, a 
nniversity big and real enough to dominate it. It ought to be permeated 
with the university atmosphere ; it ought to employ university methods ; 
‘t ought itself to exemplify the liberal spirit of learning. It would do little 
good to the professions to send only college graduates to many of our 
separate professional schools. They would find nothing but empiricism 
there. To nothing there would their college training seem applicable. It 
is useless, too, to try to reform these separate schools as they stand. 
Build a university over them and extend the university faculty into them, 
and they may be made to your mind ; but do not dream of making them 
like universities in spirit, method, thoroughness in any other way. When 
aniversities put students trained in chemistry, biology, and psychology 
nto their own medical schools ; students drilled in history, in economics, 
in philosophy, and in the natural history of society into their law schools ; 
students informed in the various thought of the age and read in the liter- 
ature of all ages into their schools of theology, the country will begin to 
oe filled with real lawyers, capable physicians, powerful preachers once 
more, and these great professions will once again deserve the name of 
earned professions. 
The separation of general and special training is an acute symptom of 
she disease of specialization by which we are now so sorely afflicted. Our 
professional men are lamed and hampered by that partial knowledge which 
is the most dangerous form of ignorance. I would no more employ a 
physician unacquainted with the general field of science than I would 
employ an oculist who was ignorant of the general field of medicine. 
Knowledge is trustworthy only when it is balanced and complete. This 
is the reason why the whole of the question we are now considering is a 
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