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 found in every university, including the state university—and some dare to think the latter is the place for it. The facts of man's higher intellectual and emotional life are the most important data for investigation.

The doctrine of Lernfreiheit, the freedom of the student, unhappily has been ignorantly applied in this country. It may properly be employed for the German university student at the age of twenty to twenty-five, after his training in the gymnasium, but not to the American college student at the age of eighteen to twenty-two. In America it may apply to the students in the graduate school. Some American colleges have tried the extreme theory of mental and moral freedom for the college student, and have learned from an unsatisfactory experience the lesson of a wise conservatism.

The old struggle between science and the humanities still goes on. We must adopt a view of education which regards the nature of man and its adaptation to the whole environment, including its historical element. In a keen analysis of the nature of things we shall not find Greek and Latin, but we shall find them historically in our language and literature, and in the generic concepts of our civilization. Hence they are a necessary part of any extended study of language, literature, or art.

We do not believe that the practical tendency of American education will destroy our reverence for what the Germans call the philosophical faculty in the university. The liberal arts, including pure science, are the gems of human culture, and are given a high value even in the imagination of the ignorant. The editor of "The Cosmopolitan" draws a bold and