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REPORT OF THE PRESIDENT

These are the high stakes for which the college would play its
part. Its conception of the unity of learning, the unity of life, and the
unity of the universe makes for a sense of the spiritual potentiality
of the total personality. This integrated view makes for a sense of the
spiritual essence of civilization, even in its gathered fragments trans-
mitted more and more from age to age with the possibility of being
transformed into the Kingdom of God according to the pattern of
Him who was the master teacher of the inner way of the unified life.

THE PROFESSIONAL SCHOOLS

In the rebuilding of the civilization of the Kingdom, we need
not only the specialized knowledge and the integrated way of life
but also specialized ways of making a living. The college is based on
the idea of Jesus that man does not live by bread alone; but we must
remember that the first petition in the Lord's Prayer is "Give us
this day our daily bread." Youth to play a significant part in the
world s life needs a specialized skill, a vocation, a profession. The
vocational and professional schools came in America largely outside
the universities on account of the gaps in the university structure.
This specialized skill in law, medicine, pharmacy, agriculture, engi-
neering, education, business, journalism, and public administration
and welfare was learned by the apprentice on the job. But as the
professions and vocations became more complex, proprietary schools
of law, medicine, pharmacy, and business arose to meet a real life
need. Schools of religion have a rightful place in the modern univer-
sity. The School of Religion at our next-door neighbor, Duke Uni-
versity, has high potential value to the whole South. In time the
joint processes of specialization and synthesis in all fields of knowl-
edge resulted in the incorporation of all professional schools and some
high-grade vocational schools within the framework of the university.

The university needs the professional schools with their specialized
knowledge, equipment, and skill, their high standards of scholarship,
their spirit of work, thoroughness, and excellence. The professional
schools, assimilated into the organic structure of the university, need
the university with its wide variety of skills, interests, and contacts;
its general resources, and wholeness of view. Consider the reciprocal
contributions of Osler, Welch, and Hopkins, the Pound group and
Harvard, the Russell group and Columbia, Shailer Mathews and
Chicago.