kind; for it is to these institutions that the country should look for the development of the genuine university.
The methods by which the accomplishment of this combination of the post- and the ante-graduate elements of the university shall be brought about cannot, of course, be described speculatively in detail; but some hints concerning them, and concerning their probable working, are clearly in place here. I wish, in the first place, then, to call attention again to the inseparable connection which exists between the development of the secondary education, both within and without the college curriculum, and the management of that curriculum so as to develop the university education. And now let us suppose that the earlier part of the secondary education has been rearranged and thoroughly well taught; it will thus become perfectly feasible to put into the last two years of this secondary education—the two years corresponding to the freshman and sophomore in our colleges of the first rank—all the required work in physics and natural science, in history and literature, in logic, psychology, and ethics, which constitutes the staple of the instruction at present given in the junior and senior years of the college curriculum. Let the first five or six years of the secondary education be well arranged and well taught, upon the basis of a sound primary education, and let the last two or three
