Apart from the danger of offering pedagogy an unproved opinion as a fact, it seems poor economy to leave a question in such shape that only the opinion of another eminent man on the opposite side is required to destroy the result you have attained. Precisely this has occurred in the case of Professor Münsterberg’s contributions to educational discussion two years ago. Another eminent man, Professor Dewey, has recently squarely denied what Professor Münsterberg affirmed. It only remains for some equally eminent German professor to rise and declare that his teachers were bad and that they had no professional training, or that his teachers were good and had it, and Professor Münsterberg’s effect is neutralized. Professor Münsterberg’s argument against the elective system is more complex. He regards the elective system as partly a concession to the obvious need of fitting young people earlier for their occupations in life and partly an attempt to use the likes and dislikes of children as a guide to what is good for them. This is a very narrow view. The elective system has been in part the result of the progress of science and the consequent conviction that the scientific study of things and human affairs should be a part of one’s education. The elective system furnished a compromise by which such studies found a place in the college and school curricula. If the student is left to choose among them, instead of having a new prescribed course made out on the basis of modern views of life’s needs, it is partly because they are more easily introduced and retained as electives and partly because there is no agreement as to which studies will be the best to prescribe.