The reconstruction of the theological seminaries is necessary, if they are to fit men for service in communities. They render now a service which is so valuable that one cannot pass over them lightly. They train the candidate for the ministry by a process which develops and engages his piety. Other university courses either ignore his religious feeling, or if they develop it, do not harness it to the task of social improvement. The theological seminary lays the yoke of service upon the neck of prayer. This alone justifies its existence as a servant of the church in the community. However, the instruction in the seminary is rigidly grouped around courses in dead languages; which are jealous of instruction in a living tongue. The history of discarded doctrines and of discredited teachers is minutely taught through months, to the exclusion of courses upon modern, living people, whose religious experience is rich and striking. The purpose of seminary instruction is personal culture instead of efficiency. It is the theory of the teachers wherein they disagree with all other professional teachers, that "We do not make preachers: the Lord makes them." They try therefore to impart culture and personal distinction. The seminaries need first of all flexibility of courses. The whole traditional schedule should be made elective. The demands of the time would then have free course in the seminary, and would rearrange the instruction according to actual present need. The cultivation of practical piety should receive more attention. The social life of the students, in close association with their professors and under religious stimuli, should be made a more powerful force than it usually is, in creating a common ideal of service to which the seminary should commit itself. Above all, the seminary of theology should teach sociology and economics, as a religious interpretation. Students should after a year's class-room work be made to investigate and report upon actual conditions, should be delegated to study social movements, report upon them, and to lead in discussing them. They should be trained in the use of statistics, in graphic display of conditions, and in the use of public reports. In the senior year they should be employed definitely in practical work for populations, under instructors. After graduation the young minister should, more generally than now, be employed as an assistant to an older minister, in a large organization.