of seasoned adults to a new idea: he finds the most responsive groups in the universities and colleges. It is significant that the “educated” adult audiences in clubs and prosperous churches are the least open to conversion, because, in the scientific sense, the “educated” classes retain complexes, and hence are the least prepared to cope with the world as it is today. The German system, which has been bent upon installing authoritative conviction instead of encouraging freedom of thought, should be a warning to us. Again, outside of the realm of physical science, our text books have been controversial rather than impartial, especially in economics and history; resulting in erroneous and distorted and prejudiced ideas of events, such for instance, as our American Revolution. The day of the controversialist is happily coming to an end, and of the writer who twists the facts of science to suit a world of his own making, or of that of a group with which he is associated. Theory can now be labelled theory, and fact, fact. Impartial and painstaking investigation is the sole method of obtaining truth. The old system of education benefited only the comparatively few to whose nature and inclination it was adapted. We have need, indeed, of classical scholars, but the majority of men and women are meant for other work; many, by their very construction of mind, are unfitted to become such. And only in the most exceptional cases are the ancient languages really mastered; a smattering of these, imposed upon the unwilling scholar by a principle opposed to psychology,--a smattering from which is derived no use and joy in after life, and which has no connection with individual inclination--is worse than nothing. Precious time is wasted during the years when the mind is most receptive. While the argument of the old school that discipline can only be inculcated by the imposition of a distasteful task is unsound. As Professor Dewey points out, unless the interest is in some way involved there can be no useful discipline. And how many of our university and high school graduates today are in any sense disciplined? Stimulated interest alone can overcome the resistance imposed by a difficult task, as any scientist, artist, organizer or administrator knows. Men will discipline themselves to gain a desired end. Under the old system of education a few children succeed either because they are desirous of doing well, interested in the game of mental competition; or else because they contrive to clothe with flesh and blood some subject presented as a skeleton. It is not uncommon, indeed, to recognize in later years with astonishment a useful citizen or genius whom at school or college we recall as a dunce or laggard. In our present society, because of archaic methods of education, the development of such is largely left to chance. Those who might have been developed in time, who might have found their task, often become wasters, drudges, and even criminals.