stimulus which is proper and necessary to draw out youthful energies and to awaken youthful enthusiasm. The studies which I have mentioned and others are ready at our hand to-day to give our young men intellectual training and high scholarship and to carry them on to heights of enjoyment and useful activity of which they have no conception. In the mean time they are studying Latin and Greek, and the college authorities are boasting that they cling to the old curriculum and to classical culture.
Our colleges cannot maintain themselves in any such position before the country. They must have the best possible learning, and they must impart it freely. They cannot do this if they "run themselves" or live on their reputation. There is nothing else which now calls for such high statesmanship as the guidance of our old colleges into the new duties and functions which they ought to fulfill. It is a task which calls for great sagacity and good judgment, but above all, for constant study and care. There is here one remarkable consideration by way of encouragement. A great university can be subjected to experiments without any harm at all. It is a great mistake to think that an experiment, if it fails, will leave permanent evils behind. It will not do so. Every academic year stands by itself. Every year it is possible to begin anew, adopting a new plan or recurring to an old one, and no harm at all is done. No one proposes to do away with the study of the classics. For those who desire to pursue that study we desire far fuller opportunities than now exist. The assault is aimed entirely at the pre-eminent and privileged position which is claimed for the classics. We desire that the universities should offer equal chances for a liberal education on the basis of any of the other great lines of study. If
