ion are differences as to proportionate values, as to methods and lengths of time, rather than as to the essentials of the higher scholastic training.
But now, very briefly, I wish to indicate my opinion as to how the emphasis should be laid upon the word " modern " in the theme we are examining. What changes are desirable in the course of scholastic training to make it better accord with the modern spirit and the modern needs? For in spite of any seeming of extreme conservatism which the opinions thus far expressed may have had, I am a pronounced advocate of modernizing the curriculum of our liberal education. I do not believe, however, that the best way of accomplishing this involves either any further extension of the elective system in our American colleges, or the exclusion from their required courses of any of the essentials of such an education.
On the other hand, our efforts should be directed toward meeting the increased and altered demands of the age, in the following ways. Some readjustment of proportions is plainly required in order better to adapt the college curriculum to these demands. It is not at all certain that any ultimate diminution is required in the actual amount of work now done in either of these three great branches of scholastic training by even the most exacting of our collegiate institutions.
