two great courses in which, by laying greater emphasis upon some one or more of the four, a generous allowance can be made for the pupil's aptitude. Further as to some of the details of this plan of a secondary education, which should be required as a necessary preparation for university studies, I shall speak later on.
Substantial agreement upon the points hitherto discussed will insure a good measure of agreement upon those which are now to follow. There need be little dispute, since the subject has in late years received so thorough an historical examination, over the essential nature of a genuine university. Since the American university must, in any event, be a "university," although it may have certain peculiar features which may be called American, the noun will set limits to the adjective beyond which the peculiar features cannot grow. What, then, is the norm according to which, and the ideal toward which, we must develop our higher education? In other words, what is the true university idea?
Although intelligent persons need not dispute over the true idea of the university, there is current a great amount of unintelligent opinion on this subject. One prevalent thought obviously is, that a university is a school, or collection of schools, where a great lot of subjects are taught and a great crowd of pupils go. And there are elements of truth in this opinion. A number of faculties and
