Now the full statement not only of what is known of a subject, but of its difficulties, dark places, and conflicting aspects should be luminously set forth in the College text-books, large, well-written, well-illustrated books by one or several hands, continually revised and kept abreast of the advance of knowledge by capable and critical-minded young men. Such books are essential and cardinal in proper modern teaching. The country may be speckled with universities until they are as thick as public-houses, and each may be provided with its score or so of little lecturers, and if it does not possess one or more good general text-books in each principal subject then all this simply means that a great number of inadequate, infertile little text-books are being dictated, one by each of these lecturers. Not the course of lectures, but the sound, full text-book should be the basis of College instruction, and this should be supplemented by a greater or lesser number of more or less controversial pamphlets or books, criticising, expanding or correcting its matter or putting things in a different and profitable way. This text-book should be paralleled in the case of experimental science by a hand-book of illustrative and explanatory laboratory work. Portions of the book could be set for preparation at each stage in the course with appropriate experiments, students could submit difficulties in writing to be dealt with by the Professor in conversational lectures, and the reading of the students could be checked by periodic examinations upon cardinal parts, and supplemented, if these examinations showed it to be necessary, by dissertations upon special issues of difficulty. Upon the matters that were distinctively his “subject,” or upon his points of disagreement with the general issues of the book, the Professor might lecture in the accepted way. This is surely the proper method of work for adolescent students in any subject, in philology just as much as in comparative anatomy, and in history just as much as in economics. The cheapening of printing, paper, and, above all, of illustration has done away with the last excuse for the vocal course of instruction and the lecturer’s diagrams. But it has not done away with them.