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224 's teaching concerning the relative value of knowledges. It was not expected that any argument with regard to his position in this matter would have weight for those who, of necessity, that is constitutionally, accept his opinions. As was shown in the contrasts between humanism and philanthropism, the antagonism rests upon a sharply defined natural dualism. Man is a creature of opposites. It is perfectly competent to say to him be good; it is also perfectly competent to say to him be good for something. Argument may not hope to obliterate this distinction. The "Andover Review," June, 1886, contains three notable articles bearing on the present phase of our subject. These are: "The Group System of College Studies in the Johns Hopkins University," by President Gilman; "The Harvard New Education," by Professor Howison; and "Individualism in Education," by Dr.Denison, President Gilman shows that Johns Hopkins has, from the first, recognized the thorough-going distinction between a college and a university. "The idea that university education should be based upon collegiate training is generally admitted—except in the United States. This distinction the authorities in Baltimore have endeavored to emphasize. From the beginning, the plans included collegiate instruction for those who were not ready for graduate work." In attempting to provide college courses the old difficulty of the "curriculum" was encountered. Johns Hopkins met this difficulty by an intermediate course. Several parallel schemes were arranged which were of equal length and assumed to be equally difficult. They led to the same degree. They were spoken of as equally honorable." It is surprisingly interesting to note the studies found in all these courses. They are "logic, ethics, and psychology; physical geography and history; English, French, and German; a laboratory course, for at least one year; and also physical culture, vocal culture, and drawing." That the Johns Hopkins University should require of all its undergraduate students such studies as logic, psychology, and ethics, must seem a trying thing to many of the younger materialists. That these subjects should be given preference over Latin and Greek as furnishing a culture required for all undergraduates can not but seem incredible to thousands of classical instructors. President Gilman, expressing his own opinion of the plan, says: "I am far from thinking that the group system here devised is perfect, even for our requirements. It is constantly studied and frequent efforts are made to improve it. But, as far as I know, the instructors in this university are unanimous in thinking that it is the only method practicable for us to adopt. We should doubtless differ very much from one another in our estimate of the different courses, and we should he likely to counsel young men differently as to their selection." This sentence suggests the question whether the entire scheme is not more largely the result of compromise than of mutual conviction and agreement. That a large body of instructors