somewhat original outline for modern education, and it is in many ways suggestive. But the author overlooks what every true scholar knows, that thorough scientific knowledge of principles must remain the fundamental work of education and the substantial ground of progress in civilization. A university course may not consist chiefly of lectures upon prudential maxims, such as all must learn partly from experience. Such a theory would award the palm, not to Socrates, but to the Sophists. The truth in all the clamor for practical work in the college is that the culture studies must be vivified by closer relation to the real world and to modern life.
Little has been said of what is called the graduate school. Germany credits us with eleven institutions that have either reached the standard of a genuine university or are rapidly approaching it. Of these eleven, five are state universities. This estimate, of course, is made in accord with the plan and standard of the German university. It appears certain that in time the name university in America will be applied only to those institutions which maintain the graduate school and raise the dignity of the professional schools. The university system will develop freely in this country only after a somewhat important reorganization of our higher education. The line must be drawn more sharply between foundation education and university work, the whole period of education must be somewhat shortened, and, in most of our universities, the graduate faculty must be strengthened. That these changes will be wrought, and that we shall have a rapid development of the genuine university is certain. Much is to be expected from our higher scholarship in many lines of
