To such a study the second, or critical, class of papers furnishes important stimulus; for these have not confined themselves to describing institutions: they have gone on to discuss the value and limits of the principle which actuates the new education everywhere. In many respects their writers and I are in full accord. In moral aim we always are, and generally too in our estimate of the present status. We all confess that the conditions of college education have changed, that the field of knowledge has enlarged, that a liberal training nowadays must fit men for more than the four professions of preaching, teaching, medicine, and law. We agree that the prescribed systems of the past are outgrown. We do not want them. We doubt whether they were well suited to their own time; we are sure they will never fit ours. Readjustments of curricula, we all declare, must be undertaken if the higher education is to retain its hold on our people. Further still, we agree in the direction of this readjustment. My critics, no less than I, believe that a widely extended scope must be given to individual choice. With the possible exception of Professor Denison, about whose opinion I am uncertain, everybody who has taken part in the controversy recognizes the elective principle as a beneficial one and maintains that in some form or other it has come to stay, People generally are not aware what a consensus of opinion on this point late years have brought about. To rid ourselves once for all of further controversy let us weigh well the words of my opponents.