Coercion and prescription can be no longer imposed without serious injuries. “Individuality must have a longer tether” (1: vol. ii, p. 453). This is preeminently the period of variation, which means nothing else than evolution. Each of the impulses, instincts, and dispositions, which represent the voices of bygone generations, shall have a free struggle for expression. “Its function is to stimulate the next higher power that can only thus be provoked to development, in order to direct, repress, or supersede it.” So-called lower faculties or instincts, if artificially and prematurely suppressed, may “break out well on in adult life, falsetto notes mingling with manly base as strange puerilities” (1: vol. ii, pp. 89-90). The educator is now essentially to be a teacher, not a drillmaster; he must know plenty and teach plenty; he must be generous and indulgent in his giving, and not exacting in requiring returns from the pupil. “The teacher’s cue is now to graft the soul all over with buds and scions, and not to try to gather a harvest” (8: p. 485). Recitation and examination methods are harmful both to the intellect and the will. Morselizing the knowledge and insisting upon methodical steps starve the adolescent soul, which, being “all insight and receptivity,” wants to devour great wholes. Dr. Hall makes an ardent plea for the independence of the high school from the control of the higher institutions, making it “the peoples’ college,” complete in itself. It stands to meet peculiar needs of the unique stage of life, with a distinct function of its own. It “should primarily fit for nothing, but exploit and develop to the utmost all the powers” (1: vol. ii, p. 525). The nineteenth year in boys marks an epoch. It is a time for adjustment and rest after the rank growth. It is a period of systematic rounding up, following the all-sided mobilization. The liberal education of the college is provided here, for those who are favored by circumstances. It is to be an essentially cultural and humanistic institution, broadly propædeutic and preparatory to the career of mature manhood. Therefore, college “should stand for extensive more than intensive study.... It implies knowing something of everything more than everything of something” (1: vol. ii, p. 528). Not scientific or professional acquirement, still less mastery, but training and discipline of mind is the aim. The teacher “should address his efforts more to the upper and less to the lower half of his class, forage widely and incessantly, and bring everything within reach in his field to them.... Mental awakening should be his goal, and he should inspire them to read for pleasure, for the only real measure of culture is the number and kinds of things done for the love of them.... The test of success here is the number of interests and the intensity of curiosity aroused far more than the size of the body of knowledge laid away in the memory” (1: vol. ii, p. 530).