If to the rising generation our elders rarely seem quite contemporaneous in their criticisms of things, we in turn are apt to take the ordinary for the unique. We may be simply reading into the college our own enthusiasms, and may attribute to the college a new attitude when it is ourselves that are different. But I am sure that some such ideal is vaguely beginning to crystallize in the minds of the younger professors and the older undergraduates, or those who have been out in the world long enough to get a slightly objective point of view. The passing of the classics has meant much more than a mere change in the curriculum of the college; it has meant a complete shifting of attitude. The classics as a cultural core about which the other disciplines were built up have given place to the social sciences, especially history, which is hailed now by some of its enthusiastic devotees as the sum of all knowledge. The union of humanistic spirit with scientific point of view, which has been longed for these many years, seems on the point of being actually achieved, and it is the new spirit that the colleges seem to be propagating. I am sure that it is a democratic spirit. History, economics, and the other social sciences are presented as the record of the development of human freedom, and the science of man’s social life. We are told to look on institutions not as rigid and eternally fixed, but as fluid and in the course of evolution to an ever higher cultivation of individuality and general happiness, and to cast our thinking on public questions into this new mould. A college man is certainly not educated to-day unless he gets this democratic attitude. That is what makes the aristocratic organization of undergraduate life doubly unfortunate. For one of the most valuable opportunities of college life is the chance to get acquainted, not politely and distantly, but intimately, with all types of men and minds from all parts of the country and all classes of society, so that one may learn what the young men of the generation are really thinking and hoping. Knowledge of men is an indispensable feature of a real education: not a knowledge of their weaknesses, as too many seem to mean by the phrase, but knowledge of their strength and capabilities, so that one may get the broadest possible sympathy with human life as it is actually lived to-day, and not as it is seen through the idealistic glasses of former generations. The association only with men of one’s own class, such as the organization of college life to-day fosters, is simply fatal to any broad understanding of life. The refusal to make the acquaintance while in college of as many as possible original, self-dependent personalities, regardless of race and social status, is morally suicidal. There are indications, however, that the preaching of the democratic gospel is beginning to have its influence, in the springing-up of college forums and societies which do