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 of generalization, largely in the form of lectures on its main results and general ideas. New cycles of linguistic, literary, and historical study commence. But further detail is now unnecessary. For the scientists the preceding stage of precision maintains itself to the close of the school period with an increasing apprehension of wider general ideas.

However, at this period of education the problem is too individual, or at least breaks up into too many cases, to be susceptible of broad general treatment. I do suggest, nevertheless, that all scientists should now keep up their French, and initiate the study of German if they have not already acquired it.

I should now like, if you will bear with me, to make some remarks respecting the import of these ideas for a University education.

The whole period of growth from infancy to manhood forms one grand cycle. Its stage of romance stretches across the first dozen years of life, its stage of precision comprises the whole school period of secondary education, and its