Certainly here, too, the direction of the teacher is necessary. He can economise superfluous work by clarifying generalisations; he can criticise a one-sided account in order to complete the picture fully himself. Often the teacher must excite interest by a vigorous account from his own point of view; by a fine psychological study, he can illustrate a complex historical picture. He will help the scholar to find laws, governing the phenomena which he has come to know by his own experiments, or he can suggest comparisons which lead to such experiments. Here, also, oral and written exercise must have great weight. But the end of all instruction in college, as in the school, should not consist in examinations and diplomas; these must be obliterated from the face of the earth. The aim should be that the scholars themselves, at first hand, should acquire their knowledge, should get their impressions, should form their opinions, should work their way through to intellectual tastes, not as they now do, taking no trouble themselves, but being supposed to acquire these gifts through interesting lectures given by the teacher on five different subjects, heard every morning while the students are dozing, and soon forgotten. Facts slip away from every one's memory, quickest from the memory of those who have learned according to the dose and teaspoonful system. But education happily is not simply the knowledge of facts, it is, as an admirable paradox has put it, what is left over after we have forgotten all we have learnt. The richer one is in such permanent acquisitions, the greater the profit of study. The more subjective pictures we have; the more numerous our vibrating emotions and associations of ideas are; the more we are filled with suggestively active impressions;--so much the more development we have, won by study for our personality. The fact that our students acquire so little, even if they have passed through every school with excellent marks, is a serious injustice they feel during their whole life. The beautifully systematised, ticketed, checkerboard knowledge given by examinations soon disappears. The person who has kept his desire for knowledge and his capacity for work by his free choice and by his independent labor can easily fill out the gaps left by this method of study in the knowledge he has acquired.