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300 of modern educational systems is the tendency to cram too much into the courses of study, too much that is considered "practical" in one way or other. As Professor Treitschke of Berlin has expressed it, "the greatest danger that threatens the education of modern man lies in the infinite distraction of our inner life, in the superabundance of mental impressions of every sort that rush upon us and hamper the one prerequisite of all great work: recollection of soul, concentration of mind." Hence he thinks it absolutely necessary that youths should be educated as simply as possible, and should not be mentally overfed by many and various things. It is, indeed, a most serious mistake to think that a person who knows all sorts of things is educated; no, sciolism is not culture. Consequently, that school is by no means the right one which "coaches" or "crams" for the future profession, – we are not speaking of the professional schools, – but that which trains the man, trains the mental faculties, develops clear logical thinking, cultivates the imagination, ennobles the sentiments, and strengthens the will. This, indeed, is educating, that is, "drawing out" what lies hidden and undeveloped in the soul. Instead of this, many modern schools aim at further expansion, which, considering the limited capacity of the youthful mind, is inseparable from shallowness. What is gained in extent of knowledge, is necessarily lost in depth, thoroughness, and mastery of the knowledge acquired. What is sadly needed now-a-days is concentration, a wise restriction of subjects which leads to depth and interior strength.

The educational system of the Society always aimed