Not only is the apparatus required for the new culture far more expensive than that of an ordinary classical school, but also more personal attention must be given to each scholar, and the ordinary labor-saving methods of the class-room are wholly inapplicable. In the face of such obstacles as these conditions present, the new culture can advance only very gradually; and, amid the rivalry of the old system, it can only succeed by maintaining a very high degree of efficiency. The new way will certainly not offer any easier mode of admission to college than the old; and when it is remembered that the classical system has the control of all the endowed secondary schools, the prestige of past success, and the support of the most powerful social influence, it is difficult to understand on what the opposition to the free development of the "new education" is based. Are not gentlemen, who have been talking of a revolution in education, taking counsel of their fears rather than of their better judgment; and are they not forgetting that the teachers of natural science have the same interest in upholding the principles of sound education as have their classical colleagues? Certainly there can be no question that, in the future as in the past, they will ever seek to maintain the integrity of all the great departments of the university unimpaired. It has happened before this that the judgment, even of intelligent men, has been warped by their class relations or supposed interests; but as, in this country, the learned class has no control of government patronage, we may at least hope that the discussion of the Greek question will never assume with us the great bitterness that a similar controversy has aroused in Germany. [O] This article was written and read to the Faculty of Harvard College shortly after Lord Coleridge's visit to the United States, in the autumn of 1883.