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 and intensive. (4) He should have good command of English. (5) He should be well-grounded in right habits and moral principles—the practice of self-control.

While this inquiry is not strictly upon the subject, it shows that the difficult problems of university life are to be solved in part by the secondary schools, and that some of the failures in higher education are due to the imperfections of earlier training. It also introduces part of the discussion that follows.

The third question pertained to higher education: What should the college or university do for the high-school graduate? Some of the more important opinions received may be expressed as follows:

(a) It should supplement the failures of his earlier training. There should be no chasm between secondary and higher education.

(b) It should give him a liberal education; it should offer him a course that has unity and harmony. It should cultivate the power of research. It should teach him to bring all his knowledge and all his power to bear on the problems of life.

(c) It should make him broad, and then deep in some subject. It should start him in lines of study leading to his life work.

(d) It should give him high ideals of private and civic conduct; it should make a man of him.

To consider merely the subject of college ideals would be trite and unprofitable, and some latitude will be used in the discussion.

The influence of the college should be felt in the work of preparation. That the college should be closely articulated with the high schools is an idea of