Amid the manifold influences that environ university teaching it is impossible for any one writer to set down all the guiding professional ideals. That they are easily corruptible and frequently corrupted is, as we have seen, absurd. Of both the press and higher education it may be said that they are in the grip of forces greater than themselves, of forces mighty to restrain any tendency to be unfaithful to their own better ideals. The rapidly growing attendance and influence of universities and colleges would appear to constitute a vote of confidence on the part of the public which may be interpreted as a general denial of the charges made against them. In the great majority of institutions the writer believes that the teaching of the social sciences is dominated by the ideals of scientific honesty, thoroughness, and impartiality. No instructor is worthy of university or college position who deliberately seeks to make converts to any party or cause, however free his motives may be from the taint of personal advantage. Rather is it his duty to present systematically all moot questions in all their aspects. Like the judge summing up a case he should attempt further to supply a basis for the critical weighing of testimony by the class,—his jury. He is by no means to be inhibited from expressing an opinion, indeed he should be strongly encouraged to express it, stating it however as opinion together with the reasons that have led him to form it. But active proselyting should be rigorously barred. It is certainly no part of the duties of a professor of political science, for example, to attempt to make voters for either the Democratic or Republican ticket in a given campaign. If he attempts to do so he will certainly and deservedly fail, and in addition cripple his own influence and that of the institution which he represents. The higher duty is his of presenting all the evidence and the opinions on the points at issue and of exhibiting in his procedure the methods which will enable his students to investigate and decide for themselves not merely the political questions of the day but also the political questions they will have to meet unaided throughout their later active lives. Not voters for one campaign or recruits for one cause, but intelligent citizenship for all time and every issue,—such as is the ideal which the teacher should pursue.