The argument here is plain enough. The professional teacher must keep to his rut. The moment he combats the existing order of things he loses his place. Therefore he is wary, and his chief effort is to transmit the words of authority to his pupils unchanged. Whether he be a philosopher, properly so-called, or something else matters not. In a medical school wherein Chauveau's theory of immunity was still maintained it would be hazardous for a professor of pathology to teach the theory of Ehrlich. In a Methodist college in Indiana it would be foolhardy to dally with the doctrine of apostolic succession. Everywhere the teacher must fashion his teachings according to the creed and regulations of his school and he must even submit to authority in such matters as text books and pedagogic methods. Again, his very work itself makes him an unconscious partisan of authority, as against free inquiry. During the majority of his waking hours he is in close association with his pupils, who are admittedly his inferiors, and so he rapidly acquires the familiar, self-satisfied professorial attitude of mind. Other forces tend to push him in the same direction and the net result is that all his mental processes are based upon ideas of authority. He believes and teaches a thing, not because he is convinced by free reasoning that it is true, but because it is laid down as an axiom in some book or was laid down at some past time, by himself. In all this, of course, I am speaking of the teacher properly so-called--of the teacher, that is, whose sole aim and function is teaching. The university professor whose main purpose in life is original research and whose pupils are confined to graduate students engaged in much the same work, is scarcely a professional teacher, in the customary meaning of the word. The man I have been discussing is he who spends all or the greater part of his time in actual instruction. Whether his work be done in a primary school, a secondary school or in the undergraduate department of a college or university does not matter In all that relates to it, he is essentially and almost invariably a mere perpetuator of doctrines. In some cases, naturally enough, these doctrines are truths, but in a great many other cases they are errors. An examination of the physiology, history and "English" books used in the public schools of America will convince anyone that the latter proposition is amply true.