of that whose value is as yet less a matter of long experience, I fear we shall not really raise our standard of liberal education. Practically, then, I think that, as fast as college time is set free by improvement in the preparatory education, that time should for the present needs be largely turned over to required work in natural science and in the modern languages. In this way it probably will not take long to bring about a more satisfactory adjustment of proportions among the three essentials of a modern liberal education.
Second: The education at which the college aims should meet the demands of the age by the fullest possible use of modern equipments and of modern methods. It is surprising how much of the objection urged against the required study of the classical languages is really based on the supposition that methods of teaching them now almost obsolete still prevail. The same thing is also true of the objections urged against the study of psychology, of ethics, and of philosophy as essentials of a liberal education. Looking back to the time when I was in college, I have no hesitation in saying that the teaching of these languages was, as respects the interest and effectiveness of its methods, on the whole superior to the teaching of mathematics and the natural sciences. But what a change has really taken place since then in the methods employed by both
