Wisconsin is working out its educational ideas on an intelligent system, and one that may be expected to demonstrate the full value of the popular method—I mean a more intimate connection of the university with the life of the people than exists elsewhere. What effect this will have upon the higher education in the ultimate civilization of the State is a question of serious and curious interest. Unless the experience of the ages is misleading, the tendency of the “practical” in all education is a downward and material one, and the highest civilization must continue to depend upon a pure scholarship, and upon what are called abstract ideas. Even so practical a man as Socrates found the natural sciences inadequate to the inner needs of the soul. “I thought,” he says, “as I have failed in the contemplation of true existence (by means of the sciences), I ought to be careful that I did not lose the eye of the soul, as people may injure their bodily eye by gazing on the sun during an eclipse.... That occurred to me, and I was afraid that my soul might be blinded altogether if I looked at things with my eyes, or tried by the help of the senses to apprehend them. And I thought I had better have recourse to ideas, and seek in them the truth of existence.” The intimate union of the university with the life of the people is a most desirable object, if the university does not descend and lose its high character in the process. The graded school system of the State is vigorous, all working up to the University. This is a State institution, and the State is fairly liberal to it, so far as practical education is concerned. It has a magnificent new Science building, and will have excellent shops and machinery for the sciences (especially the applied) and the mechanic arts. The system is elective. A small per cent, of the students take Greek, a larger number Latin, French, and German, but the University is largely devoted to science. In all the departments, including law, there are about six hundred students, of whom above one hundred are girls. There seems to be no doubt about co-education as a practical matter in the conduct of the college, and as a desirable thing for women. The girls are good students, and usually take more than half the highest honors on the marking scale. Notwithstanding the testimony of the marks, however, the boys say that the girls don’t “know” as much as they do about things generally, and they (the boys) have no doubt of their ability to pass the girls either in scholarship or practical affairs in the struggle of life. The idea seems to be that the girls are serious in education only up to a certain point, and that marriage will practically end the rivalry.