Now these three points are to be considered in determining a candidate’s fitness for any position whatever—what he is, what he knows, and what he can do. The practical problems for the State Department are how to determine what a man is when in the majority of cases he is an entire stranger, how to discover what he can do when he has never been tested by experience, and how to expect him to know much about the business when there is not a school anywhere prepared to give the needed instruction. Suppose you want to prepare for this service, how would you go about it? How would you find what was needed, what you should study and where to look for it? The government provides no means whatever of preparing men for foreign service. They simply get into it somehow—always, of course, through political influence—and then learn it necessarily at government expense. Just about the time they have mastered the language and are prepared to do their best work, along comes a change of administration and turns them out of office, and then the government begins again the expensive task of training a new set of men. This is not a hypothetical case. It is the rule rather than the exception. Well, what ought to be done? Why, establish some means of instruction for one thing. No one will doubt the wisdom of maintaining the academies at West Point and Annapolis for the Army and Navy, and are not the needs of the foreign service, Diplomatic, Consular, and lately Colonial, as urgent and important as the others? We have often heard the need of a great national university urged, and we occasionally hear a timid plea for a national school at Washington for the training of consuls and diplomats, but it is gratifying to notice the declaration in favor of the latter by such an eminent body of educators as those university presidents constituting the committee chosen by the National Educational Association to consider this very subject. The need of a school of political science, economics, and modern languages, and the need of its location at the capital of the nation and under national control, is all the more urgent and unmistakable now that questions in colonial government are coming up for solution; and when one considers the multitude of problems afforded by the work of the consular service, together with the statecraft of the diplomatic, it is easy to see that there should be such an institution. A government which has provided so liberally for general education ought not to neglect that wise provision where its own efficient service demands it and nothing else can well supply it. But the school cannot do it all, and its work must be supplemented by experience—say a year or more of residence for successful candidates at a foreign consulate or legation. And whenever a new man is appointed it should evidently be to one of the lower positions, leaving the higher ones to be filled by promotion.