2. The practical counterparts of the theoretical sciences, _e.g._, engineering, and the industrial arts in so far as they depend on and illustrate and use principles and methods furnished by science. Work in factories, mines, and also in the fields, is to be regarded as the executive side of theoretical science. 3. The historical sciences, those which have to do with mentally reproducing the life of the human race in the past, including history proper, philology, archæology, etc. 4. The vocation of the artist. 5. The vocation of the lawyer and the judge. The vocation of the statesman. The vocation of the religious teacher. The three last mentioned are classed together as educational vocations, that is, as vocations which, in respect to their highest significance, are branches of the _pedagogy of mankind_, having for their object to educate the human race; the ethical object of the lawyer being to educate society in the idea of justice; of the statesman to educate society in the idea of the state; of the religious teacher to educate society in the idea of the spiritual universe. This conception of the lawyer, the politician, etc., as primarily educators, is a point to which particular attention is directed. The significance of it will appear further on. I shall now indicate in bare outline what I conceive to be the specific contribution of the vocations mentioned to the formation of a spiritual personality. _Science_ Conspicuously important in this connection is the question whether and by what means the pursuit of the physical sciences can be linked up to the supreme spiritual end of man. The scientist may develop into a great thinker in the course of comprehensive and intricate investigations, but he does not thereby necessarily develop into a personality. His mind will become in this way a mirror of the orderly procession of nature’s phenomena. He will be the accurate recorder of what happens, the knowing spectator of the play, whose eye recognizes the actors, the forces, beneath their disguises. The pursuit of knowledge of this kind for the sake of knowledge, or it may be for the sake of exercising the faculty of cognition, represents the purely scientific conception of the aim of science. Whatever moral qualities are exacted of the scientist, such as accuracy or intellectual veracity, self-abnegation, scorn of mere vulgar pecuniary reward or celebrity, and at least a provisional disregard of the practical benefits to be derived by mankind from scientific discovery—all these fine traits of character are prized as subordinate to the strictly scientific object. The ethical character of the man himself is not regarded as the supreme end to be fostered by his scientific occupation, but as instrumental to his occupation the aims of which are said to be purely _impersonal_.