the best approach to a true university education which they can make at present is by way of offering certain elective courses as a part of the later years of the college curriculum, and by inducing a few pupils to gather for the purpose of pursuing so-called "post-graduate" courses. But in many cases (at least, with the exception of three or four institutions) these graduate (better so called than "post-graduate") courses are without satisfactory beginning or ending.
It is obvious, then, that the progressive reorganization of our secondary education—a subject full of many difficult practical problems—is an indispensable prerequisite or, rather, accompaniment of the development of the university. But since part of this education now lies, and for a long time to come must lie, within the college curriculum, the reorganization of the secondary education is connected with the fate of the college itself.
I will now briefly indicate the lines along which the work of reorganization should proceed. The entire secondary education should, as far as possible, be made into a connected and organic whole; and the aim should be to have it finished at the end of what is now sophomore year in the colleges of the first rank, or at the end of the entire required curriculum of the scientific schools of the first rank. It should be arranged in two great courses, both of which should be, in respect of all their
