With the second category of education through experience we need not deal at this time; it is a question by itself and of no mean quality; the matter I would consider is the more formal and narrow one of scholastic training in so far as it bears on the Great Peace that, though perhaps after many days, must follow the Great War and the little peace. Answering along this line, the protagonists of salvation through education pretty well agree that the thing itself means the widest possible extension of our public school system, with free state universities and technical schools, and the extension of the educational period, with laws so rigid, and enforcement so pervasive and impartial, that no child between the ages of six and sixteen can possibly escape. This free, compulsory and universal education is assumed to be scrupulously secular and hedged about with every safeguard against the insidious encroachments of religion; it will aim to give a little training in most of the sciences, and much in the practical necessities of business life, as for example, stenography, book-keeping, advertising and business science; it will cover a broad field of manual training leading to "graduate courses" in special technical schools; the "laboratory method" and "field practice" will be increasingly developed and applied; Latin, Greek, logic and ancient history will be minimized or done away with altogether, and modern languages, applied psychology and contemporary history will be correspondingly emphasized. As for the state university, it will allow the widest range of free electives, and as an university it will aim to comprise within itself every possible department of practical activity, such as business administration, journalism, banking and finance, foreign trade, political science, psycho-analysis, mining, sanitary engineering, veterinary surgery, as well as law, medicine, agriculture, and civil and mechanical engineering. I am curious to inquire at this time if education such as this does, as a matter of fact, educate, and how far it my be relied upon as a corrective for present defects in society; or rather, first of all, whether education of this, or of any sort, may be looked on as a sufficient saving force, and whether general education, instead of being extended should not be curtailed, or rather safeguarded and restricted.