getting an income. The secondary test, practically applied where latitude is allowed in the way of "culture" studies, is the aptness of the instruction in question to fit the learners for spendujg income in a decorous manner. Hence quasi-scholarly accomplishments. Much of the current controversy as to the inclusion or exclusion of one thing and another from the current curriculum of secondary and higher schools might be reduced to terma of one or the other of these two purposes without doing violence to the arguments put forth and with a great gain in conciseness and lucidity.
There is also a large resort to business methods in the conduct of the schools ; with the result that a system of scholastic accountancy is enforced both as regards the work of the teachers and the progress of the pupils ; whence follows a mechanical routine, with mechanical tests of competency in aU directions. This lowers the value of the instruction for purposes of intellectual initiative and a reasoned grasp of the subject-matter. This class of erudition is rather a hindrance than a help to habits of thinking. It conduces to conviction rather than to inquiry, and is therefore a conBervative factor.
r384 TU£ THEOKY OF BUSINESS ENTERPBISK H In the endowed Bcbools there is, moreover, an ^M increasing lotroduction of bustoess men and business ^M methods into the personnel and the administrative ^| work. This is necessarily so since these schools are ^| competitors for students and endowments. The policy of these schools necessarily takes on something of the complexion of competitive business; which throws the emphasis on those features of school life that will best attract students and donors. The features which count most directly in these directions are not the same as would count most effectively toward the avowed ends of these schools. The standards which it is found imperative to live up to are not the highest standards of scholarly work. Courtesy as well as expediency inclines these schools to cultivate such appearances and