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 large claims and rapid advances, in the direction of proving itself an indispensable auxiliary to the entire group of liberalizing pursuits. Certainly no one of those learned professions, including the fourth profession of teachers, into which the great body of liberally educated youth annually pour themselves, can in these days afford to neglect the somewhat prolonged and scholastic study of the human mind; of the four, certainly neither the preacher nor the teacher. The former has been traditionally a student of philosophy. The latter is now compelled, even by the authorities in charge of our higher public and normal schools, to know something, in appearance at least, of psychology. It must be a truly humiliating experience for a college graduate, who has had no work in this subject as a part of his collegiate education, to be compelled to sit down beside the girl graduate of the highschool and get his lesson in psychology.

My task will doubtless be hardest of all when I insist on some philosophical study as a necessary part of a truly liberal education. Yet in my own opinion there is no other study which is so distinctly liberalizing as philosophy. Just to face these profound problems concerning the being of the world; concerning the being, the origin, and the destiny of man; and concerning God and his relations to the world and man's relation to him; just to know that there are such problems, and