The disadvantages of salary and public prestige under which teachers work, has parallel only in the difficulty which students face in working under them. One cannot speak in these terms of the man who treats his students to his own enthusiasm. It is, however, only repetition to say that this is not commonly or clearly done.

The lack of inspiration runs through the whole body of teachers in the University. There are no more exceptions low than high and it is the present intention to point out that large courses suffer as much from the studious pre-occupation of section men as the small ones do from the scholarly inclinations of professors. It is, moreover, true that the evil of lifeless section men is the mere deplorable because they officiate in almost all freshman courses. Despite occasional lectures from on high, they tend to typify Harvard pedagogy in the eyes of the newcomers. It is thus that active aversion to learning is surely be gun at the beginning of college life.

One understands that new teachers, subordinate teachers, must be young teachers; that the most capable young men are not always attracted to teaching as such; that thus men of calibre become teacher only on the side. Undoubtedly, the various employing authorities meet this attitude among prospective employees. Undoubtedly these authorities are not personally to blame for the economic and social position of the teaching profession. Yet, if they would provide attractive men to initiate novices into realms of knowledge, they must consistently offer some premiums to him who will emphasize the are of teaching. Scholarship has had its emphasis in the ambition of American colleges to become learned. It is now the teacher's turn.