difference in the plan and mode of carrying on the instruction. Harvard college is now rapi ly approaching $1,000,000 income each year: Columbia college is not likely to be long behind; Cornell and Johns Hopkins are beyond the half million limit. You go to the other extreme and you find various degrees of instruction in institutions which claim to be teaching the same things, with a total expenditure of $5,000, $10,000 and $15,000 a year, sums which these other institutions put into a single piece of apparatus, sums which they put into the carrying on of their library alone. It costs Cornell university to-day to carry on its library more than the endowment of the great majority of American colleges. I speak of that case because I know it, but there are many others of the same sort. How is there to be any proper coordination between all these colleges, whether called universities or not, in teaching the things which they propose.

Now, Mr Chancellor, I will indicate very briefly that point in this process of development which it seems to me we ought to do our best to accelerate. It is clear that these institutions for higher instruction are growing apart. Take for example, the department of philosophy; two endowments were given the other day to the university with which I am connected of $260,000 for the department of psychology. These endowments involve not merely professors, lecturers and all the rest of it, but a library for psychical research. The same is true of library work of various sorts, of laboratory work of the various sorts, and of economy. And now to my point, which I should like to see discussed specially by those who come after me. What I would propose is that, while as much as possible be done to develop higher university instruction, attention should be called in all ways possible to the needs of intermediate instruction. I think we may well call on the state of New York, now that so much has been done for universities, for common schools, for technical schools, to do something for this link, which is almost the missing link.

Then I would suggest another thing and I trust that my sugges tion will not be misconstrued. The question is often asked, and I understand that symposiums are sometimes held in some of our colleges on the question, What is to become of the small college? The smaller colleges of this country have a most noble record. Everyone must feel deep indebtedness to them; but it is a question what is to become of the small college with small endowments, between the public school system and the university system of the United

States. Now what I would suggest is that these colleges frankly accept the situation and become intermediate colleges in a system properly coordinated from the public schools to the universities. They would supply, and supply nobly, the missing link.

As to the universities, I would go on with the progress in eliminating the two lower classes of the university. I would give those to the colleges. I would get rid of the enormous freshman and sophomore classes, who are really preparing for advanced instruction. I. would give them to the colleges and I would devote the universities to a higher general and professional instruction and nothing else, that is to instruction and to research. There is a special reason for this. To do it however involves one thing which will at first probably create opposition. I think that the colleges in order to do that should revise their requirements and begin earlier than they do now, with a modicum of mathematics and with very little, if any, classics. I mean by that, that they should begin at the beginning of classical instruction, at any rate end with what the universities of this country require at the beginning of their schedule. Then I would have them continue their four years course as now, and the great thing which would be gained is that the training would be vastly better than it can be now. We could give this training in smaller classes to smaller bodies of men.

What is the trouble now with the graduation of men from our higher institutions of learning? We have all felt it. The age of admission to our universities has been advanced until it now reaches 18 to almost 19 years in some cases. It is well over 18 at Cornell, at the average. That means graduation at 22. I believe that by such a system as I have indicated you would diminish this age. There is no reason why, with our public schools what they should be, young men should not enter intermediate colleges as men used to do at 12 or 13 years of age. There is no reason why men should not be graduated from our universities at 20, for I would include in the university study, as optional, a certain amount of professional study. I would do what the great universities of the old world are doing, I would give opportunities for advanced instruction through the entire university course. I would also have courses in which the last two or three years should be devoted to professional instruction, mingled with a certain amount of general and disciplinary instruction.

I am well aware that there will be objections made to this. It will be said that it will embarrass and create opposition on the part of

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aliud, igra "ognded på trait es and heir sold in ud raced in a mietion. hole of, he who vara vhet ver la son zes to in episer pal law Phoolon wa kutat feet. 1 ca, apt.oot ! The prestion is, where can 10 gost ne jest að rammed inatenetion, in new of his profession in life. an the nterned ste vollegɔg tuas the mom! mining is given. In lience on the young men of the last generation which so obtened for god in Bogand was not given in the universities. Who know who the heada of the variona colleges at Oxford and Cam vlage, este at the beginning of the century Bat we know who was at the head of Eton, who were at the head of the other great schools, and it is well known that the moral training given to that generation was given most largely in those intermediate colleges.

Then there is another point. It is said that it will be too much of a stepping down on the part of presidents of institutions called universities to become presidents of intermediate colleges. Now I would infinitely rather be the president of a fairly endowed intermediate college, with a body of students whom I know, whom I can influence, doing a work which I can see is to tell on the future of the country, than to pretend to be doing university work which I know in my soul I can not do. There is something painfully small in sending forth statements through the country that one is prepared to give instruction which he knows perfectly well he is not prepared to give. Then there is something which places the instructor in a very awkward position in regard to his students. Students are a quick witted body of men. They see more than they are supposed to, and there is nothing that will do the authorities of a college or university more harm, which will do more to lower them in the opinion of their students, than a feeling among the students that there is sham in the announcement of the college or the university. I do not impeach the colleges of this state, but there are colleges in this country where announcements are made which are not and can not be verified. But every one of these colleges can do most noble intermediate work.

Then as to the universities. It would enable them to devote their p'at to advanced instruction, to research. I would have, if you posse, an eveut en detween colleges and universities that beod ate and those wSch by virtae of their endowments unversities. I believe that this is a

system that can be and indeed will be carried out. I am no Utopian, but this is a process which is going on. I think it is our duty in our various positions so far as possible to aid in this evolution, to aid in establishing colleges for intermediate work. I do not care how much a man gives to an intermediate college, but unless he is prepared to give it such a sum as will fit it for advanced instruction, let him keep it at the work of the intermediate college, and the result would be that we should have a system properly coordinated: the high school at the base, as the roots from which the whole system draws its nutriment; then the whole upper system, branching out in various branches of university instruction, then the intermediate colleges, the trunk connecting the roots and branches. I trust that those who come after me will not feel that I have been belittling the position of the intermediate colleges.

One word more. I believe that a position at the head of a well conducted intermediate college would be recognized before long as higher than the headship of the universities. This is the fact already in the mother country. Here is one proof of it. It is a curious fact that a great majority of the men prominent in the house of lords are taken from the intermediate schools.

Chancellor H: M. MacCracken - I agree with President White in asserting the need of better coordination of academy, college and university. But I am reminded by his plan for meeting this need of King Solomon's plan for satisfying the two mothers. He proposed to divide the living child in twain, and give each claimant one-half. President White proposes to divide that living entity, the American college in halves, and give the senior and junior classes to the future university, which he thinks is claiming this, and the sophomore and freshman half to the academy, which I am sure is not claiming or wanting any such division. But the wise Solomon did not really mean to divide the child. He was only seeking a solution of a difficult question. I fancy that President White is like Solomon in that his great object after all is simply to stir us to work out this problem of coordination. The title given us by our program recognizes these three successive schools, the academy, the college, the university. The first two are well defined; the third is just beginning to rise into conspicuity. America differs from England and Germany in that she has three schools instead of two to care for students pursuing higher studies. England sends a boy to Eton or Rugby for long years and

thence to Oxford or Cambridge. Germany sends for nine years to the gymnasium and afterwards to the university. We have providentially three stages of study instead of two. We have grown up to it for a century. Why not keep this American product, the four years college course, between academy and university? By university I mean all that is included in professional study, higher technological training, and especially graduate or advanced courses in arts and philosophy. I would give one or two years more than President White would allow for the completion of the full work. Let the student spend from his 12th to his 16th year in preparatory studies above the primary grade, from his 16th to his 20th year in college. Then he can complete university and professional work by the time he is 22 or 23. America is growing richer than any other land. She will give her people more leisure for study than any other land. Why should she not provide for her youth continuing in study a year or two longer than any other land?

Not

There remains none the less need for careful coordination. In order to this I would settle who shall undertake to coordinate. the state. It can not accomplish it. But the colleges and academies of New York themselves can achieve it by voluntary compact. We see great trunk-line corporations forming agreements which I believe are generally kept, though not always; if they with so much more of antagonistic interests can make strong compacts, why can not we? In making this compact I would take off the academies a load which has been slowly accumulating upon them. It amounts to one year or more of work which ought to be done by the college. Read the plan of academy work presented this year by the regents. They ask a student beginning Latin to finish in three years all the requirements for classical freshmen, beside a number of outside studies. It is an impossibility for an average youth to do this well. I allow my boys at least five years for the task, in order to thorough preparation. Let us relieve the academies by taking back into the freshman college year, Homer and Cicero, and more of Greek and Latin composition, and let the boy enter by 15 or 16 years of age. Then at 19 or 20 he can begin graduate studies. [Gavel fell.]

Prof. E. H. Griffin, Johns Hopkins university It seems to me that the question raised by President White is one of absolute importance. As I understand it, it affects the classification which we have been accustomed to make of our educational institutions. We have recognized the academy and secondary school as giving that