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UNIVERSITY OF NORTH CAROLINA

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The professional schools, while raising the standards of special-
ized scholarship, need to be concerned more and more with the liberal
cultural equipment of the master. The teacher in the professional
school is in a strategic position to preserve and carry forward the
liberal culture and the general view. He can bring to a focus on the
most highly technical case all the historical, economic, social, psycho-
logical, political, or philosophic influences which converge upon it
with implicating power. In the law schools there is the beginning of
the recognition of the value of the liberal reënforcement of the most
highly technical knowledge. For example, a professor who received
his liberal arts training in a Southern university, his doctorate in
economics in the Middle West, is teaching torts in the law school of
an Eastern university. Another who has the liberal arts degree, the
doctorate of philosophy in economics and politics, and two law
degrees, is, despite his youth, already a productive scholar and able
teacher of law. A new professor of pharmacy in this University has a
liberal training as the foundation of, and doctorate of philosophy
on top of, his special scientific training. Without making a fetish of
degrees, this liberal training is basic to a wholesome attitude of mind
in professional training. Some of the most scholarly and liberally
cultured minds in America are in schools of engineering, commerce,
agriculture, education and other highly professional schools. Many
also who have never seen a college have a spirit of the rarest culture
distilled from nature, books, and life. These men have been careful
not to set method over against liberal learning. With a view to cultural
and human implications of the most specialized knowledge, they find
themselves in the midst of work and culture, surging life, and the
difhcult, but at times thrilling, processes of rebuilding a world.

A teacher in an East Carolina city communicated the flame within
his heart to men and women who transformed communities, became
teachers, superintendents of schools, and presidents of several South-
ern colleges and universities. A permanently crippled but youthful
ex-Confederate, no longer master of slaves but master of botany and
chemistry, scientifically remade old plantations, built mills, endowed
a college, and became the source of hope to people over a wide area.
A later youth trained culturally in the South and vocationally in the
North brought back into the Southern piedmont a kit of tools and a
youthful dream for a venturesome part in refounding the structure of
our Southern civilization. A young lawyer in a public religious meet-