"The functions of teacher and professor cannot be permanently separated. To be sure, in Germany, the two offices have been differentiated by the gymnasium and the university: but, in the latter, in recent times, there is a manifest return to old-fashioned tutorial methods in the institutions of the so-called Seminar, where professor and student are once more brought to gather as master and pupil. Harvard College has never departed altogether from the scholastic system upon which the institution was founded. In the maintenance of the classics, the lecture-system, tutors, examinations and recitations, as well as of religious exercises, and of moral restraints, this university has held fast things that are good. Here are the theological germs of the modern system of scholastic training. Here are tutors and pupils in the closest relations. Here are chamber conferences on private readings. Here, also, is the lecture system, with religious exercises, and even licensed 'cuts.'

"At Harvard, as elsewhere, the best practical teachers have evolved from the tutorial system. If one looks backward through Harvard catalogues for a period of thirty-five or forty years, he will discover that the present academic staff is largely of tutorial origin. From Dr. Peabody and President Eliot, who began their official connection with the college-the first in 1832, the second in 1854-both as tutors of mathematics, down to the most recent appointments of instructors and assistant professors, this statement will in general hold tone. Harvard, founded to 'advance learning and perpetuate it to posterity' has always remained a training school for pastors and teachers. It has always recruited its professors chiefly from the tutorial ranks. Its record of academic service affords striking evidence in favor of professorial appointments upon the basis of successful experience as subordinate teachers. While promotion for genius or exceptional merit must always be admitted in any good administration, even at the expense of seniority and faithful service, yet, on the whole, the history of Harvard and of most American college faculties, is a history of the gradual advancement of tutors by a system of collegiate service, is to universities what a progressive civil service is to the State and nation.

"In what has been said hitherto, the writer has endeavored to describe the work of the earlier representatives of the historical department at Harvard rather than the courses given by the present generation of teachers. Justice to contemporaries requires at least a brief review of the present condition of the work which, since the retirement of Professor Torrey and the death of his successor, Professor Gurney, in 1886, is left entirely in the hands of younger Harvard. Into better or worthier hands this could not have fallen. For years some of the young professors have been in training for their present responsibilities. Indeed, for a long time before the recent transition was made, the chief burden of practical teaching had begun to rest upon men like Professors Macvane, Emerton, Young and Doctors Hart and Channing. They had already introduced new courses and new methods of illustration, so that gradually the historical department was being transformed.

"If one turns from an examination of old catalogues to the courses of historical information for the current year, 1886-87, he will be strongly impressed with the remarkable advance made during the past decade. In the number, variety, extent and attractiveness of the historical work now offered at Harvard University that institution rivals a German university. The American student no longer absolutely needs to go abroad for thorough instruction in European and American History. He can find it in Cambridge, Mass. All the methods which characterize the most advanced historical work and all the facilities for special research in libraries that a student could reasonably demand are in existence there.

"A very noteworthy feature in the economic courses now given at Harvard in the prominence of the historical method. Professor Dunbar lectures upon the economic history of Europe and America since the seven years war, and also upon the history of financial legislation in the United States. Assistant-Prof. Laughlin considers the economic effect of land tenures in England, Ireland, France and Germany-a subject from the standpoint of economic history, the most important in the whole field. Assistant-Prof. Taussig lectures upon the history of economic theory and upon the history of tariff legislation in the United States. The creation of suggestive environment and of real laboratories of economic science is clearly in the minds of the leaders of this active and flourishes school."