good collar-and-elbow hold. I have a prodigious respect for those fine big words curriculum and psychological principles, and I welcome the plan for reconstructing the curriculum on psychological principles the more eagerly because it is extremely simple and not hard to understand, like some psychological utterances. In fact, it is so very simple and easy that it is sure of enthusiastic indorsement by innumerable children, for this reformer's plan is neither more nor less than the abolition of the pedagogue.
"If," he says, "I was director general of education for all America" (which at the present moment he is not)," I would abolish colleges, but send American youths to travel for two years in Europe. In my opinion," he says, "a father who has sons and daughters of a proper age to go to college will do better by his children if he sends them for two years to travel in Europe than if he sends them for three years to an American or English university."
Admirable and simple as is this plan for ascending Parnassus in vestibuled trains of drawing-room cars, personally conducted by Grant Allen, this psychologist seems to me to err in thinking it new, for it was in high favor in England during the reign of that merry monarch who was always so furious at the sight of books that his queen, who loved reading, had to practice it in secret in her closet.
Euphranor having asked, in the reign of George II, "Who are these learned men that of late years have demolished the whole fabric which lawgivers, philosophers, and divines have been erecting for so many ages? Lysicles, hearing these words, smiled and said he believed Euphranor had figured to himself philosophers in square caps and long gowns; but, thanks to these happy times, the reign of pedantry was over. Our philosophers, said he, are of a different kind from those awkward students. They are the best-bred men of the age, men of the world, men of pleasure, men of fashion, and fine gentlemen. I will undertake a lad of fourteen bred in the modern way shall make a better figure and be more considered in any drawing-room or assembly of polite people than one at four-and-twenty who hath lain by a long time at school and college. He will say better things in a better manner, and be more liked by good judges. I say, when a man observes and considers all this, he will be apt to ascribe it to the force of truth and the merits of our cause, which, had it been supported by the revenues and establishments of the Church and universities, you may guess what a figure it would make by the figure it makes without them. People begin to open their eyes. It is not impossible but the revenues that in ignorant times were applied to a wrong use may hereafter, in a more enlightened age, be applied to a better."
"The money that went to found the Leland Stanford or the
