I have touched cursorily on certain elements in education which need either a new emphasis or an altogether new interpretation; religion, history, art, but this does not mean that the same treatment should not be accorded elsewhere. There are certain studies that should be revived, such as formal logic, there are others that need immediate and complete restoration, as Latin for example, there are many, chiefly along scientific and vocational lines, that could well be minimized, or in some cases dispensed with altogether: one might go on indefinitely on this line, however, weighing and testing studies in relation to their character-value, but certainly enough has already been said to indicate the point of view I would urge for consideration. Before I close, however, I want to touch on two points that arise in connection with college education, if, even for the sake of argument, we admit that the primary object of all formal education is the "education" of the character-capacity in each individual. Of these two, the first has to do with the college curriculum, but I need to devote little time to this for the principle has already been developed and applied in a singularly stimulating and lucid book called "The Liberal College," by President Meiklejohn of Amherst, to which I beg to refer you. The scheme is a remarkable blending of the prescribed and the elective systems, and provides for the freshman year five compulsory studies, viz.: Social and Economic Institutions, Mathematics and Formal Logic, Science, English and Foreign Languages; for the sophomore year European History, Philosophy, Science, Literature, and one elective; for the junior year American History, History of Thought and two electives, and for the senior year one required study, Intellectual and Moral Problems, and one elective, the latter, which takes two-thirds of the student's time, must be a continuation of one of the four subjects included in the junior year. It seems to me that this is a singularly wise programme, since it not only determines the few studies which are fundamental, and imposes them on the student in diminishing number as he advances in his work, but it also provides for that freedom of choice which permits any student to find out and continue the particular line along which his inclinations lead him to travel, until his senior year is chiefly given over to the fullest possible development of the special subject. The fad for free electives all along the line was one of those curious phenomena, both humorous and tragic, that grew out of the evolutionary philosophy and the empirical democracy of the nineteenth century, and it wrought disaster, while the ironclad curriculum that preceded it was almost as bad along an opposite line. This project of Dr. Meiklejohn's seems to me to recognize life as a force and to base itself on this sure foundation instead of on the shifting sands of doctrinaire theory, and if this is so then it is right.