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waste time on subjects of no practical value to him.- (3) The elective system cannot reach its fullest development except in a university.- (x) Advanced and at the same time varied courses cannot be maintained without the support of a large number both of instructors and of students.- (d) Experience has shown that the privileges afforded by the elective system have not been abused: President Eliot's Report for 1880-81, p. 59; Graduates' Magazine, II, 468.- (1) Attention has not been unduly concentrated on easy subjects.- (2) Severer subjects are not neglected.

II. The moral influence of the university life is a better preparation for active life.- (a) The student's enthusiasm for his work is kept more fully alive by the elective system: Educational Review, VII, 313; VIII, 64.- (1) It allows him to pursue the branches in which he is interested.- (2) He can avoid branches disagreeable to him.- (3) The presence of graduate workers acts as a constant incentive to him.- (4) He is stimulated by more sympathetic intercourse with his instructors.- (b) It leads to "Emancipation of Thought"; Educational Review, IV, 366; VII, 313 fg.; Graduates' Magazine II, 468.- (1) It tends to break down conventional dogma.- (2) It accustoms the student to think for himself.- (c) It increases the student's self-reliance and self-respect: Educational Review, VII, 26, 325; Graduates' Magazine, II, 468; Harvard Monthly, XV, 93; Four American Universities, 17 fg.- (1) It throws him upon his own resources.- (2) He is treated as a man and not as a schoolboy.- (d) The accompanying lack of enthusiasm is but a cover for a maturity and balance: Educational Review, VII, 325.- (1) The apparent coldness comes from a mental perspective and a sense of what is ideally best.- (e) It teaches him to look upon himself not as a part of a body isolated from the world but as a part of the movement of the world: Scribner's Magazine, X, 376.- (f) The university spirit is in keeping with the speculative, uncertain, and undogmatical spirit of the age: Educational Review, VII, 325.

Brief for the Negative.A. C. TRAIN and T. S. WILLIAMS.

Best general references: Harvard Indifference in Harvard Advocate, LX, 97 et seq. (December 19, 1895); Charles J. Bonaparte, A Serious Question in Harvard Graduates' Magazine, I, 350-352 (April, 1893); William De Witt Hyde, The Policy of the Small College, in Educational Review, II, 313 et seq. (November, 1891); George Santayana, A Glimpse of Yale, in Harvard Monthly, XV, 94 (December, 1892).

I. The smaller college offers educational advantages not furnished by the university.- (a) Instructors are able to take a personal interest in each student: Charles Kendall Adams, The Next Step in Education, in Forum X, 624 (February, 1891).- (b) There is greater incentive to studey.- (1) In rivalry among students.- (2) In appreciation of results attained.

II. The smaller college offers social advantages not to be had at the univesity.- (a) The students become intimately acquainted with more of their fellow-students.- (b) There is more society life.- (1) Fraternities: Andrew D. White, College Fraternities, in Forum, III, 240 et seq. (May, 1887).- (2) Debating and literary societies.

III. There is almost universal participation in some form of athletics.

IV. A better influence is exerted on character in smaller colleges: Charles J. Bonaparte, A Serious Question, in Harvard Graduates' Magazine, I, 350 (April, 1893)-(a) Through the interaction of personalities: Editorial in Harvard Advocate, LX, current number (January, 1896).- (1) Between student and instructor.- (2) Between fellow-students.- (b) Through greater religious influence.- (c) Through more influences fostering ambition.- (d) Through college spirit; Harvard Indifference, in Harvard Advocate, LX, 97 et seq. (December 19, 1895). (1) Unity.- (2) Enthusiasm.