to have both a theoretical and a practical side. . . . Freedom and variety would, in our opinion, be best secured, if the universities were to take up the task; . . . and, if the science of education is to make good the claims put forward in its behalf, it ought to be studied where other branches of mental and moral philosophy are fully handled by the ablest professors."
Many colleges are doing much to increase laboratory practice in the high schools, to cultivate the spirit of investigation, to limit the number of subjects and secure good results. In one of the new States, Colorado, the principle is generally recognized that a good preparatory education is also a good general education, and that every high school is, therefore, a preparatory school. The secondary-school period is maintained at four years, laboratories are provided in all the schools, and Latin and German, if not Greek, are found in all. These results are largely due to the close relation in that State between secondary and higher education.
In the second group of opinions quoted, the philosophy is Platonic rather than materialistic or utilitarian. It makes a student a man of ideal powers, possibilities, and aspirations. He possesses a nature whose development is an end in itself, whose well-being is of prime consideration. Liberal education aims to give the student a conscious realization of his powers, without reference to material advantage through their use in a given occupation or profession. Through liberal education the student acquires ideas of universal interest and essential character. He gains a comprehensive view that
