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 his future professional life, but also of beginning the professional courses themselves. The young man in the professional school should also have the opportunity of enlarging the scope of his professional studies by free access to all the more strictly academical, the philosophical and scientific, courses.

But the question must be answered: What of the youth who has chosen to gratify his supposed aptitude for the knowledges and disciplines that deal with external nature, and who has therefore chosen the other one of the two courses into which the secondary education was supposed to become bifurcated? Is he to meet in the university courses on an equality his fellow-student who has gone by the other path and passed through the college curriculum? Yes; but only in case he and his teachers have complied with certain conditions. In other words, the secondary education now given by the scientific courses in the highschools and academies, and by the succeeding courses in the scientific schools of the first rank, like those connected with Yale and Harvard universities, must enlarge and strengthen and amend its curriculum in order to fit its graduates for a true university education. It must enlarge and strengthen itself by requiring of its pupils much more of literary, linguistic, historical, and philosophical study, without diminishing at all its