here, if you have once acquired the art of penetrating into the imperfect, and finding in limited, finite life the infinite life. "To apprehend thus, draws us a profit from all things we see." II HARVARD PAPERS The following papers relate primarily to Harvard University and are chiefly of historic interest. But since out of that centre of investigation and criticism has come a large part of what is significant in American education, the story of its experiences will be found pretty generally instructive for whoever would teach or learn. The first three papers were published in the Andover Review for 1885, 1886, and 1887, and are now printed without alteration. Time has changed most of the facts recorded in these papers, and the University is now a different place from the one depicted here. An educational revolution was then in progress, more influential than any which has ever visited our country before or since. Harvard was its leader, and had consequently become an object of suspicion through wide sections of the land. I was one of those who sought to allay those suspicions and to clear up some of the mental confusions in which they arose. To-day Harvard's cause is won. All courses leading to the Bachelor's degree throughout the country now recognize the importance of personal choice. But the history of the struggle exhibits with peculiar distinctness a conflict which perpetually goes on between two currents of human progress, a conflict whose opposing ideals are almost equally necessary and whose champions never fail alike to awaken sympathy. As a result of this struggle our children enjoy an ampler heritage than was open to us their fathers. Do they comprehend their added wealth and turn it to the high uses for which it was designed? In good measure they do. A brief consideration of the ethical aims which have shaped the modern college may enable them to do so still more. Appended to these are two papers: one on college economics in 1887, describing the first attempt ever made, I believe, to ascertain from students themselves the cost of the higher education; the other setting forth a picturesque and noble figure who belonged to the days before the Flood, when the prescribed system was still supreme. FOOTNOTES: [3] Delivered at the first commencement of the Woman's College of Western Reserve University. VIII THE NEW EDUCATION