There are many things which the college teacher of history may set before him to do: He may say, “the things most fundamental are the facts of history,” and devote his work to thorough drill in names and dates. He may have a keen sense of the valuable discipline of mind and faculties to be obtained in historical study and give himself to this. He may perhaps be under the influence of the reaction which has begun and seems certain to continue and believe in reviving the ancient maxim, “history is philosophy teaching by example,” seeking primarily in his teaching to enforce lessons of statecraft and political wisdom. More likely he may be imbued with the spirit of the generation just closing and be disposed to insist that the only proper method of instruction is that by which the scholar and specialist are trained. Or he may believe that the opportunity offered him in history to impart a broad and liberal culture is the one which he should least of all neglect. Any of these purposes, or more than one of them at once, are possible to the college instructor in history. His field of choice is bewilderingly wide. Is there any one of them which is more than another the proper object of college instruction? Any satisfactory answer to this question must be sought by determining in the first place what is the proper object of the college course itself. Such a preliminary question would be absurd had we not by our educational reforms of the past fifty years gone far to put the college into a place in advanced education which does not belong to it, and in consequence to confuse all our ideas as to its natural functions. I am not finding any fault with these reforms. They were so necessary and have proved so valuable that they can never be called in question. But in bringing them about, some things were done, unnecessary and ill-advised. In consequence for one thing the duty lies upon the next generation, as one of its most important tasks, of restoring the college to its historical and to its logical position in the university. For the present purpose it suffices to say that the function of the college is general training and general preparation. It is the one department of the university which has, and which should have, no special object. Or it is more accurate to say that it can be adapted at the same time to a number of different objects to meet the needs of students whose ultimate purposes are different, and the possibility of doing this wisely and efficiently is one of the happiest results we have gained from the changes of the last generation. The work of the college is fundamental to that of all the other departments of the university, and in the normal university they should all require and build upon it. But it should also not be forgotten that the work of the college is not of necessity fundamental to any special line of advanced study. The number of students in our colleges who are