That there is some legitimate division of labor between the general educational theorist and the actual instructor, there is, of course, no doubt. As a rule, it will not be the one actively employed in instruction who will be most conscious of the psychological basis and equivalents of the educational work, nor most occupied in finding the pedagogical rendering of psychological facts and principles. Of necessity, the stress of interest will be elsewhere. But we have already found reason for questioning the possibility of making the somewhat different direction of interest into a rigid dualism of a legislative class on one side and an obedient subject class on the other. Can the teacher ever receive "obligatory prescriptions"? Can he receive from another a statement of the means by which he is to reach his ends, and not become hopelessly servile in his attitude? Would not such a result be even worse than the existing mixture of empiricism and inspiration?--just because it would forever fossilize the empirical element and dispel the inspiration which now quickens routine. Can a passive, receptive attitude on the part of the instructor (suggesting the soldier awaiting orders from a commanding general) be avoided, unless the teacher, as a student of psychology, himself sees the reasons and import of the suggestions and rules that are proffered him? I quote a passage that seems of significance: "Do we not lay a special linking science everywhere else between the theory and practical work? We have engineering between physics and the practical workingmen in the mills; we have a scientific medicine between the natural science and the physician" (p. 138). The sentences suggest, in an almost startling way, that the real essence of the problem is found in an _organic_ connection between the two extreme terms--between the theorist and the practical worker--through the medium of the linking science. The decisive matter is the extent to which the ideas of the theorist actually project themselves, through the kind offices of the middleman, into the consciousness of the practitioner. It is the participation by the practical man in the theory, through the agency of the linking science, that determines at once the effectiveness of the work done, and the moral freedom and personal development of the one engaged in it. It is because the physician no longer follows rules, which, however rational in themselves, are yet arbitrary to him (because grounded in principles that he does not understand), that his work is becoming liberal, attaining the dignity of a profession, instead of remaining a mixture of _empiricism and quackery_. It is because, alas, engineering makes only a formal and not a real connection between physics and the practical workingmen in the mills that our industrial problem is an ethical problem of the most serious kind. The question of the amount of wages the laborer receives, of the purchasing value of this wage, of the hours