fact, closely connected with the development of the university. No one would think of claiming that the university man ought not in all cases to be a man liberally educated. But one essential part of the idea and practice of a genuine university education is freedom of choice, on the pupil's part, as to the kind, if not the amount, of knowledges and disciplines in which he will attain his scientific culture. HH, then, any particular knowledges and disciplines are to be required as necessary for a liberal education, the enforcement of this requirement belongs to the secondary rather than to the university stage of education. In other words, if one hold that a "liberal education' should comprise a certain knowledge of, and training in, any branches of learning, one must also hold that such branches of learning should be rigidly required of the pupil in the preparatory school and early years of his college course. For, as we have seen, the preparatory school and the early years of the college course have hitherto constituted, and do still constitute, our means of secondary education in this country.
I have no hesitation in stating my conviction that a goodly amount of certain kinds of knowledges and disciplines is necessary for every education worthy to enjoy the distinction of being called "liberal." Therefore I am compelled, also, to hold that both the main courses of secondary edu-
