In the colleges, however, with the advent of electivism there was no unifying bond to the studies. University methods of studies and lectures prevailed where there were no university conditions. Thoroughgoing electivists, like Dr. Eliot, admitted that the purpose of the college was a general education or culture, but held that any and every study could give such general training. President Lowell, Dr. Eliot’s successor, began to put order into the chaos of extreme electivism. He saw his coaches on the athletic fields build up expert athletes by a rigidly prescribed course of training, and proclaimed the analogy between body and mind, an analogy which would have been all the more cogent had his philosophy been materialistic like that of Dr. Eliot. The prescribed examination in one department at the end of four years is the latest advance of Harvard toward definiteness and unity. All colleges in America took up electivism to some extent, and even where studies were still prescribed they adopted in their catalogs the language and methods of electivism. No longer were there classes, but everywhere you had courses and departments. One effect of this system has been to make coördinate and of equal importance many subjects which had formerly been subordinate. Colleges whose major subject, or field of concentration, had been language, with other subjects subordinate, now tended to make every subject a major and every field a field of concentration. The departmental system has helped to impair unity of education by disturbing the hierarchy of studies and by removing all subordination. It does not appear to be feasible to concentrate on everything. In some cases colleges seem about to give up the general-training idea and are tending to make their whole course subservient to a profession, obliging every one to take a pre-medical course because the American Medical Association is mighty and medical schools are very exacting. Formerly high schools and colleges made language or self-expression the field of concentration, and other subjects, like history, mathematics, sciences, were kept subordinate. College and high school had then one purpose, which unified all their studies, as a profession unified lectures in the university—that purpose was the mastery of the art of expression. The French lycées, the German gymnasia, the English public schools, the Jesuit _Ratio Studiorum_, prepared for the university by making students masters of writing and speaking. The writer and speaker could express himself; his intellectual faculties could work properly, and therefore they had received a general training which prepared them for professional work of a special kind. The field of concentration was shown in the names of the classes. The teachers were teachers, not of Latin, Greek, English, but of grammar, of poetry, of oratory, of clear, interesting, forceful expression.