such work of comparison. The question of fact is raised by the previous article commending the so-called New Education: How does it work? What better way to answer the question thus raised than to compare the tabulated results (so far as such results can be tabulated) of the new method with those reached by a somewhat different method? I select Yale to compare with Harvard, as a matter of course, for I am a teacher at Yale, and can most easily obtain trustworthy statistics concerning educational affairs in my own college. Moreover, there is a certain fitness in comparing these two great institutions. Harvard is avowedly the only thorough representative of what Professor Palmer calls the New Education; Yale is certainly the leading representative of those more conservative tendencies in education to which what is called "new" is understood to be opposed. I shall, therefore, follow his argument from experience, point by point, showing how the results of experience here compare with those obtained at Harvard under its new method.
Before bringing forward statistics, and thus putting myself into the attitude of an antagonist or carping critic toward Professor Palmer, I crave the opportunity of expressing my sympathy and agreement with him on several important points. It is true that the world of science and learning has changed and enlarged with wonderful rapidity of
