If I may venture to state the impression which the American universities have made upon me, I will say that while of all the institutions of the country they are those of which the American speaks most modestly, and indeed deprecatingly, they are those which seem to be at this moment making the swiftest progress, and to have the brightest promise for the future. They are supplying exactly those things which European cities have hitherto found lacking to America; and they are contributing to her political as well as to her contemplative life elements of inestimable worth. But since undergraduate training must deal not simply with the theory of education, but also with the imperative demands and conditions of a new time, there must be discovered practical ways by which our undergraduates may save their literary ideals at the same time that they enlarge their practical and progressive knowledge; means by which they may discover literary, historical, linguistic, and philosophical values without losing their mathematics and their physical and material sciences. To the end, therefore, of making cultural studies as strong, attractive, and profitable to our undergraduates as practical and scientific training, our institutions should train men of large caliber to teach English and belles-lettres. They should discover great teachers and inspiring personalities. PERSONALITY OF GREAT TEACHERS President Gilman of Johns Hopkins University took as his motto, “Men before buildings.” The subject of securing great teachers for students is perhaps the most vital topic which can be considered, since from the point of view of undergraduates a professor, whether teaching civil engineering or Greek, is invariably influential because of what he is personally. In a large university which I recently visited I was told that there were three thousand students and five hundred instructors and professors, an average of a professor to every six students. Upon asking several of the undergraduates how many professors they knew personally, I was somewhat astounded to find that less than a dozen of these six hundred teachers came into personal contact with the students outside of the classes. One graduate told me that he had not been in the home of more than three professors during his college course.