At the outset no impartial onlooker can fail to notice that the natural reaction against the dominance of the older learning has tended to induce an undervaluing of the benefits which that learning afforded and can still bestow. In this College, indeed, and in other institutions more specially designed for instruction in science, provision has also been made for the teaching of Latin, Greek, and the more important modern languages and literatures. But in such institutions, these subjects usually hold only a subordinate place. It can hardly be denied that generally throughout the country, even although the literary side of education still maintains its pre-eminence in our public schools and universities, it is losing ground, and that every year it occupies less of the attention of students of science. The range of studies which the science examinations demand is always widening, while the academic period within which these studies must be crowded undergoes no extension. Those students, therefore, who, whether from necessity or choice, have taken their college education in science, naturally experience no little difficulty in finding time for the absolutely essential subjects required for their degrees. Well may they declare that it is hopeless for them to attempt to engage in anything more, and especially in anything that will not tell directly on their places in the final class-lists. With the best will in the world, and with even, sometimes, a bent for literary pursuits, they may believe themselves compelled to devote their whole time and energies to the multifarious exactions of their science curriculum. Such a result of our latest reformation in education may be unavoidable, but it is surely matter for regret. A training in science and scientific methods, admirable as it is in so many ways, fails to supply those humanising influences which the older learning can so well impart. For the moral stimulus that comes from an association with all that is noblest and best in the literatures of the past, for the culture and taste that spring from prolonged contact with the highest models of literary expression, for the widening of our sympathies and the vivifying of our imagination by the study of history and philosophy, the teaching of science has no proper equivalents.