_The Vocation of the Statesman_ What I have to say on this subject will find its proper setting in the next chapter. In general, it is the vocation of the statesman to teach the citizens a sublime conception of the state. He is neither to be the obedient tool of the mass—the docile “public servant” in that sense—nor yet to impose his arbitrary will upon the people, consulting only his own genius. The one type is seen in the average American politician, who is or affects to be a mere instrument executing the public will; the other type is exemplified by the supermen statesmen of ancient and modern times. The ethically-minded statesman is to evoke the spiritual conception of the State in the minds of his constituents, and in the process of doing so to become more essentially a citizen himself. _The Vocation of the Educator_ It was unavoidable to discuss the vocations and their aims before considering the school, college and university; for these institutions are orientated towards the vocations, are preparatory to the latter, and the true aim of school and university cannot possibly be defined unless the vocational outlook be first distinctly spread before our eyes. In dealing with the vocation of the teacher, I shall necessarily be led to define the purpose of the social institution in which he labors and I shall for the sake of brevity use the word school to designate the social organs of education, which cover the period of childhood, adolescence and the beginning of manhood and womanhood. The school is like the hundred-gated Thebes. It leads out into a hundred vocational avenues. But note the following: its aim is far greater than merely to prepare the student for that future vocation to which he is best suited. It should no less supply the incentive for creating new vocations, and for changing what are at present still occupations into vocations. The school searches out the individuality of its pupils. It undertakes to differentiate and to personalize individualities. But when it has done its part, it sends the pupils into a world where little account is taken of the finer differences of aptitude, where occupations predominate and vocations are few, and where most things, ethically speaking, are still in the rough. The school cannot indeed transform society by merely raising its indignant voice and asking society to pay heed to the finer things which it has fostered, and which often are subsequently crushed. But it can at least contribute to the vocational evolution of society by reiterating its unsatisfied demands.