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 have attended them only in a general way. They have said, virtually, If you choose me, you choose a certain kind and amount of discipline in knowing and doing, and you must abide by your choice. We know how, as respects both matter and manner, to reach the end better than do you; we will, in the main, choose the path for you. But what of connected, steady discipline in certain lines will a higher education come to represent in this country if the so-called "new" method of giving into the hands of the pupil all choice of subject, from one short period of education to the next, is to prevail?

Finally, we are afraid of the effect of the New Education upon the character of youth. We are still afraid of the very issues in which Professor Palmer finds his arguments for the benefits of the system he approves. It is not enough to show that some improvement in various particulars has taken place in student character and student life at Harvard since this system was most completely put in place there. I think I have shown that in every respect, except the one of securing $175,000 instead of $250,000 a year, and of making a smaller percentage of annual gain in numbers, the results of the system still in vogue at Yale are equal, or superior, to those at Harvard. The argument, from an experience of one or two years in a single institution, does not quiet the fears which are grounded in old-time convictions and common