The evil effects of educating in masses, or in classes, is sufficiently apparent to cause us to consider the question whether there is any possible remedy,--whether there could be a substitution of individual for general training, or a combination of the two that would produce a better result. That student is losing ground as an individual who comes to be considered or to consider himself as simply a factor of a class. If the general teaching must be that which is applicable to the entire class, there should also be provision for instruction that could be adapted to the individual need, and as great effort as is made to adapt class work to the general need should be made in the special direction also. But the objection arises that the modern teacher is not able to work in both directions in the time allotted for student life. We are very well aware that we have not yet passed the stage where the value of the teacher's work is measured by the number of hours in which he is engaged in the classroom. Trustees, as a whole, pay for the professor's full time, and expect it to be fully employed. Neither are the educators many who would know what to do if simply let loose among students and left free to make their best impressions upon the minds of the young. To many teachers the mind of youth is, in reality, an unexplored region, and until we have a change in this respect, and learn that the knowledge of books is only the beginning of wisdom, and that the true knowledge must include also that of the living book,--the student entrusted to our care,--we have scarcely learned the alphabet of true education. The day will come, though it may be long in coming, when every institution of learning will have, besides its technical teachers, its lecturers and its conductors of recitations,--one man or one woman, or as many men and women as are needed, whose special province it will be to study the individual temperament, to discover native tendencies, tastes, and capacities of the mind, and whose knowledge will be true wisdom in the sense that they will know not only how to ascertain, but how to supply real needs. That cramping and stifling of natural tastes, which is now so marked a feature of school training, will be replaced by the cultivation of every good natural ability, and the suppression of only that which in itself is evil. Quite too often, even in this latter day, the restraint is put upon the natural powers, simply because their development calls for extra labor and special trouble, or because these powers indicate training in lines of work not being attempted by the class.