Before a student could enter one of the post-graduate departments at the University of Mexico in law or medicine, he was required to have made at least three years of studies in the undergraduate departments. When we contrast this regulation with the custom in the United States, the result is a little startling. Until the last quarter of the nineteenth century students might enter our medical schools straight from the plow or the smithy or the mechanic's bench, and without any preliminary education, after two terms of medical lectures consisting of four months each, be given a degree which was a license to practise medicine. The abuses of such a system are manifest, and actually came into existence. They were not permitted in Mexico even in the seventeenth century. It might perhaps be thought that these magnificent opportunities in education were provided {329} only for the higher classes, or concerned only book learning and the liberal and professional studies. Far from any such exclusiveness as this, their schools were thoroughly rounded and gave instruction in the arts and crafts and recognized the value of manual training. We have only come to appreciate in the last few decades how much we have lost in education in America by neglecting these features of education for the masses. While Germany has manual training for over fifty per cent. of the children who go to her schools, here in the United States we provide it for something less than one per cent, of our children. They made no such mistake as this in the Spanish-American countries. Indeed, Professor Bourne's paragraph on this subject is perhaps the most interesting feature of what he has to say with regard to education in Spanish America. The objective methods of education, as he depicts them, the thoroughly practical content of education, and the fact that the Church was one of the main factors in bringing about this well-rounded education, is of itself a startling commentary on the curiously perverted notions that have been held in the past with regard to the comparative value of education in Spanish and in English America and the attitude of the Church toward these educational questions: