came, and he learned something about the fascinations and mysteries of the occult science of chemistry. In the attic he established a little laboratory. From that day his future was fixed in his mind. He would become a chemist and solve some of the strange problems of the universe. So when at the age of sixteen he went to the Lawrence Scientific School at Cambridge he knew what he was going to be. But not all youths know what they are to be when they start off for college. They do not know what they are best fitted for. They have no special inclinations. They are simply going beyond the secondary school because the way is open, and there is a general belief that a college-bred man will occupy a better place in the world than one who has not had the mental and technical training which is gained in the higher institutions.

Every year the number of those who receive the pieces of parchment that proclaim them the holders of degrees is increasing. As a result of the injection of many millions of dollars into the field of higher education by Mr. Rockefeller, Mr. Carnegie and others, the numbers who will enter institutions of learning will continually grow greater. Already there are cries that the professions are overcrowded, that law and medicine do not offer the opportunity they once did. What is to become of the 136,173 persons today studying in the higher institutions of the United States when they obtain their degrees? Are there opportunities for college trained men in other directions commensurate with the cost of the investment in time and money in securing the education and the sacrifices by parents toward this end?

Recently a civil service examination was held in order to secure inspectors and chemists to assist in executing the new national pure food and drug law. The number of applicants for these positions, which pay $2,000 a year, was disappointing.

"If 80 per cent of the candidates pass the examinations," Dr. J. E. Wiley, chief chemist of the Department of Agriculture, is quoted as saying, "and that is a liberal estimate, the demand will still be

about ten times the supply." There is a dearth of "food and drug" experts. In order to meet the demand the College of Pharmacy connected with Columbia University has just arranged a course for the training of specialists in food and drug analysis. This field of labor, it is believed, will grow as states and cities adopt laws aimed to secure pure food and drugs.

Every kind of engineer who has had a broad training seems to be in demand. A representative of the Tribune chanced to be seated in the office of Professor Goetze, dean of the Schools of Applied Science at Columbia University, a few days ago, when a young man who is to receive his degree at the end of the school year entered.

"I have handed in my thesis," said he, "and am going."

"Shall you be back for your degree?" asked the dean.

"No," the young man replied, his hand on the doorknob. "I am going to Atlanta."

"What are you going to do there?"

"I am going into the mines. They want to make an all-around man of me, so I suppose I shall be doing a good many things.' Receiving the good wishes of the dean, the student left the room to launch out on his career.

"That young man," said the dean, "has finished his work before the required time. This position has been waiting for him. There is a position practically awaiting every man when he secures his degree here. The men are snapped up right away. They are wanted on tunnels, railroads and all the many development projects. Many men are placed six months before leaving the school. In fact, the number of positions offered is three times the number available to take the jobs. One man recently went to South America as geologist at $250 a month. Another has gone to Bolivia as an engineer at $200 a month. One who has been out three years is making $175 a month. He is only twenty-four years old. Another, who has been out eight years and is less than thirty years old, is getting $50,000 a year. Of course, he is an exceptional case. There is, however,

a better opportunity in applied science than there is in some of the professions, such as medicine. Recently when I was down South I talked with officials of a technical school there, and was told that there was a dearth of engineers. Every man available was in demand to help in the deveolpment work going on in that part of the country.

"We are now urging that the student who intends to take up engineering work shall first take college work. The courses are so arranged here that with six years' work he can have both, and by the time he is twenty-two years old be equipped for his work. The aim is to broaden the men, fitting them for work calling for breadth of mind as well as technical knowledge. The technical field is calling for that class of men. In order to be an engineer of the first rank, among other things, a man ought to have a knowledge of English, so that he can prepare the extensive reports which are required in these days; a knowledge of economics, as an aid in solving large problems, and a knowledge of history, to help him understand the needs of the world."

At this juncture Professor Mayer entered. He had with him a handful of cards containing the data of applications for men for places which there were no students ready to fill. In the list were requests for thirteen mechanical engineers, five chemists, three civil engineers, five mining engineers and six draftsmen. Among the offers was a salary of $4,000 for civil engineers.

The range of salaries, he said in re ply to a question, is from $60 to $75 a month the first year to $150 the third year for mechanical engineers, from $60 to $150 a month the first year for chemists, from $75 to $100 a month up the first year for mining engineers, from $60 to $150 a month the first year to $200 a month the third year for draftsmen, and from $60 to $75 a month the first year to $150 the third year for electrical engineers.

"College graduates," said a wellknown man who had much to do with the mines of the Lake Superior region for several years, "are needed on the mine ranges. There are great oppor

tunities for them. From the moment the ore is exposed until a rail is laid on the roadbed, the iron is undergoing tests. The ore is tested in the mines and at the docks. Mining engineers are needed to test the breasts of ore. It is important to know which side of the shaft promises the most, in order to give direction to the mine. At the furnaces every run of the metal is tested. A boy gathers up a small ladleful of metal from the flowing stream of molten ore and drops it into his bucket of water through a netting of round holes.

"Then he gathers up the small iron shot at the bottom of the pail and puts them into a labelled bottle. That is the sample for the chemist. Hardly a rail passes through the rolling mill without being subjected to a test. You go out to the mining camps in the Far West, where you would expect to find only rough men seeking their fortunes, and you will be surprised to find there at the head of affairs men of the character you would see in the New York college clubs. The superintendents and managers of the gold, silver and copper mines in the woolly West are likely to be finished gentlemen, with college training. Chemists are needed by railroads. They test the samples of cement, lubricating oil, paint, rails and all material and when the orders are filled test the supplies to determine if they are equal to the samples."

Speaking of the opportunity for the man who has received training of the highest character, James Gayley, first vice president of the United States Steel Corporation, said once: "A man technically educated has a great advantage to start with, and if he is willing to start in on the bottom level and ask for any job that the superintendent can give him, watching meantime for chances to make himself useful in other directions, he will not wait long for advancement. On one occasion I interviewed the managers of our then largest steel works, and they advised me that the tendency now is to employ more men with a technical education than was once the custom. one of the works the college graduates represented 75 per cent. in the laboratory

At

and 65 per cent. in the drawing room."

W. E. Corey, president of the Steel Trust, and Mr. Gayley both began their careers as chemists.

It has been asserted that 90 per cent. of the manufacturers of the country use chemists. Professor M. T. Bogert of Columbia University, who is the head of the committee of the Chemists' Club which places men who are out of positions, said a few days ago that there were today more places than competent chemists to fill them. The American Chemical Society has appointed a committee to investigate the causes for the dearth of good chemists.

Recently the Pennsylvania Railroad spread abroad its desire to secure college trained men for operating men and engineers. Beginning at the bottom they are to take a course in practical railroading. Then they are promoted through the grades of inspector, assistant master mechanic, assistant engineer of motive. power, master mechanic, road foreman of engines and superintendent of motive power.

Telephone companies are looking for highly educated men. The telephone has become a necessity, and some of the companies find it difficult to keep abreast of their opportunities. The New York Telephone Company is in the habit of sending representatives each year to the technical schools in order to get as many of the men who are to be graduated as possible. It takes mechanical, electrical and civil engineers. There are opportunities for promotion for the capable men, and the increases in salary from year to year are such that the man of average capacity may expect to have a salary of from $1500 to $2000 at the end of five years.

Perhaps the college man yearns for a knowledge of foreign lands. The changed attitude of the United States Government toward its consular and diplomatic service opens a field for this

class. It is the desire of the present Administration to secure young men specially fitted for the consular service, and it has become the practice to promote from one grade to another when there are vacancies. Columbia and Yale universities have a joint course in diplo

macy.

Architecture offers opportunities also. "In architecture," said Professor Hamlin, head of the department of Architecture at Columbia University, recently, "there is a growing appreciation of the Columbia, two college trained man.

years ago, in order to broaden the point. of view of the architect, fit him for larger things, said that it would not give the degree of Bachelor of Architecture to any who had not had two years of college work. Most of the leading architects of New York are college bred men. Our men seldom are without a position when they leave here. With the many buildings going up there are opportunities for the architect as well as for the engineer. I frequently receive applications for men. Here is one which specifically says, 'College trained man preferred.' He held up a letter as he spoke.

With the growth of the national and State forest reserves the openings for trained foresters will increase. The growing number of great estates, such as Biltmore, and those established by John D. Rockefeller, William Rockefeller and E. H. Harriman, open doors for specialists in arboriculture, horticulture, floriculture and kindred lines.

Banking and commercial occupations are looking for college men. With the growing complexity of business has come also the demand for a mind equipped to look at things in a broad gauge way.

These are some of the opportunities open to the young man who has taken a course in the higher branches of learning. Given a choice between two men starting out in life, with the same native ability, the man who has had the mental training is more likely to be selected.

The purpose of this paper is to offer a few remarks that may suggest the fundamental importance of education from the standpoint of the economic relations involved. A study and interpretation of the physical forces of the universe naturally followed with the growing intelligence of primitive man. We can understand why, with limited intelligence, he should stand in awe before these forces and that the study of them would increase as his intelligence widened. From the superstitious worship of primitive man we may trace a steady progress to the reverent mind of modern science and philosophy. In the ultimate analysis of these forces recognizing the universal reign of law and the equally manifest fact of personality, a rational explanation led up to the conception of a supreme personality we call God. Modern thought reverent in the presence of this great First Cause recognizes man as the crowning masterpiece of the universe combining the highest expression of the physical with the inspiring ideals of the spiritual. In the study of the development of the world we recognize man with the motives and forces that move him as the determining factor in the evolution of what we call civilization. It is not physical force or physical resources, but intellectual, moral and spiritual forces represented in man that determine and fashion civilization. These physical forces and resources are the responsive servants that a masterful personality may direct for the comfort, convenience and further progress of the individual and the race.

In the increasing mastery over physical forces, which to a large degree measures the progress of man, two important elements are present, that of religion and that of education. These two elements to a considerable extent may be interpreted each in terms of the other, for by no distinct cleavage may we separate the area of religion from that of education. This paper, however, pre

sents the place of education as one of the fundamental forces determining civilization.

It is a common conception current even among educators, that education is a burden that civilization must carry as a means of perpetuity and progress. We must educate or we must perish, is a familiar war cry. With this has been associated the teaching that education must be supported as a gratuity or a charity and as a kind of guarantee of the perpetuity of civilization. There is a truth here, but associated with it has been a notion that civilizaton or more specfically the taxpayer with commendable generosity has been supporting education as a burden placed upon him because the law so provided. The purpose of this paper will be to suggest that this is a fallacy. and that the truth is that civilization itself is the burden, if we may use such a term, which education does carry. That is to say, civilization is not the cause but the result of education. To be sure, there are relations of mutual helpfulness, but ultimately in our analysis I maintain that education lies fundamentally at the basis. If this be true, our conception of its importance, and therefore of its support, should be modified.

Political economy has for a long time directed our attention to land, labor and capital as the three elements and forces that determine the production and consumption of wealth. Wealth has been regarded as the necessary condition of the progress for the individual and society. In our economics we have placed undue emphasis upon wealth as influencing man, and too little emphasis upon man as influencing wealth. This fallacy will be found to lie in the Malthusian theories. Back of all these forces treated in political economy, however, is the personal force of the individual with which education has to do. In the analysis of society and the forces of civilization, we shall discover the character of the indi

vidual as the final explanation of all progress. The progress of civilization is measured in terms of the progress of man. Here is where education finds its field and wins its triumphs. The individual is at once the cause, the interpretation and the justification, of civilization. In seeking, therefore, to develop the possibilities of the individual, we are seeking to develop and make possible literally a new heaven and a new eartha new civilization.

In the study of the economic relations of education let us first state a few of the commonly accepted results of education. These are:

(1) That education develops the initiative.

(2) That education develops power, skill, and efficiency.

(3) That education develops variety of talent, of taste, and of capacity for enjoyment and service.

(4) That in the development of this variety education awakens desires, ambitions, and ideals that are the evidences of culture widely separating the educated man from his primitive ancestor.

(5) That education arouses and sustains the higher life expressed in better physical conditions; in wider intellectual sympathies; in a clearer conception of ethical relations, in a profounder spiritual unity, and in a practically unlimited diversity as expressed both in the individual and his achievements.

(6) That education does modify and change the character of both the individual and the race.

With these results of education even imperfectly realized, what shall we say of their economic importance? First of all the educated man is the man of awakened desires. Desire is the basis of economic demand. He is the man not of a few and simple wants, but of many wants. This sense of want, this increased desire, is the result of an intellectual and social awakening. The more education the more numerous are the wants, and the more imperious the demand. Education initiates, organizes and emphasizes a person's desires. It opens the vision of better things, and develops the capacity for enjoying them. It culti

vates the desire until it arouses action to meet it. Here are the essentials of a market. In fact, the educated man is the market, and creates the market. He makes the demand and furnishes the supply. Moreover, the more the educational process is encouraged, the more numerous and wider the reach of these desires. In a very real sense the perception and enjoyment of the best turns us away from the less worthy.

The mastery developed thru education makes the satisfaction of the elementary and necessary desires easier and of the higher and newer wants possible. It is not so much, therefore, the increase of goods that raises the standard of living as the mental state of the man who has come to taste the higher life. Thus the luxuries of one day become the necessities of another, which is but another way of saying that education has so changed and widened the horizon of the individual that he makes a larger demand upon the supply of the world for the things with which to sustain his life. The economic importance of the educated man as the world's best and most stable market will steadily gain in appreciation.

Moreover, the fact of variety developed thru education is fundamental in the question of a varied industry concerning which we hear so much. Variety of desire calls for a division of labormaking demand for every possible talent. It is the highly diversified society, itself the product of education and not primitive society, that can make profitable use of a variety of talent. The limit of this law of diversity of talent is foreshadowed only by the sugestion of the limit of education and the human mind. As has been well stated (Gunton: Principles of Social Economics, page 80), "the progress of society consists in the differentiation of man's relations, and that every differentiation in the social polity is simply an effort to better adapt his social environment to the more complete gratification of his wants."

The wonderful diversity and variety in the products of modern industry with the manifest tendency toward a better grade of finished product, has come about thru an education of the ordinary pur