3. Written research work assigned to the student on a certain problem. The advanced student is encouraged to offer it to himself and also to others. Then, since books constitute the main resource of accumulated knowledge, the student should be taught and accustomed to use them methodically and skilfully. Thus everything goes simply to arouse the self-activity of the student, and to provide the materials for it. On the part of the academic teacher the university is not to be looked upon as the place for merely communicating book contents in a slightly modified form; the university stands for the advancement of science and the scientific spirit; not mere repetition nor a little trimming up of the old and known, but the bringing forth of the new, and the extension of the frontier of knowledge. The academic teacher must always be an investigator and producer. Fichte advises that no one should stay in that calling “in which the fountain of youth does not still flow on with an unimpaired vigor.” “Let him,” he says, “faithfully intrust himself to its current so long as it will bear him forward; when it leaves him, then let him be content to retire from this ever-shifting scene of onward movement--let him separate the dead from the living” (5: p. 307). Readiness of communication, on the one hand, and plasticity to foreign modes of thought and new ideas, on the other, is required of him. Fichte’s schemes both for popular education and the university were too Utopian to be immediately adopted. Actual reforms were carried out by those of more practical talents, and according to more practical conceptions. But the world is now coming to realize the worth of the vision embodied in his “economic” or “citizenship” education; and as to his high academic ideal, it has gradually won the victory in the most advanced universities of to-day. REFERENCES 1. +Barnard, Henry.+ Pestalozzi and His Educational System. Bardeen, Syracuse, N. Y., 1906. 751 pages. 2. +Duproix, Paul.+ Kant et Fichte et le Problème de l’Education. Second edition. Alcan, Paris, 1897. 260 pages. 3. +Fichte, Johann Gottlieb.+ Reden an die deutsche Nation. Sämtliche Werke. 8 vols. Veit, Berlin, 1845-1846. Vol. VII, pp. 259-499. 4. ---- Aphorismen über Erziehung aus dem Jahre, 1804. Sämtliche Werke. Vol. VIII, pp. 353-360. 5. ---- Vocation of the Scholar. On the Nature of the Scholar. Popular Works of J. G. Fichte. 2 vols. Trübner, London, 1889. Vol. I, pp. 149-317. 6. ---- Deducirter Plan zu Berlin zu errichtenden höheren Lehranstalt. Sämtliche Werke. Vol. VIII, pp. 97-219. 7. +Gutmann, S. Hirsch.+ J. G. Fichte’s soziale Pädagogik. Scheitlin, Bern, 1907. 100 pages. 8. +Heman, Friedrich.+ Geschichte der neueren Pädagogik. Zickfeldt, Osterwieck, 1904. 436 pages. 9. +Keferstein, Horst.+ J. G. Fichte’s pädagogische Schriften und Ideen. Richler, Wien, 1883. 238 pages.