which are revolutionizing the world of knowledge? Shall he only be allowed a bit here and a fragment there, or spend his best years in pursuits which end in themselves? In every journal or conversation, and in many sermons, topics are treated which belong to the substance of modern thinking. Shall the colleges ignore these topics, or only refer to them in order to preach them down?
History does not any longer mean what it meant twenty years ago. As a disciplinary pursuit it has changed entirely from any exercise of memory to an analysis and investigation of relations and sequences. Constitutional history has grown into a great branch of study of the highest importance to the student of law, political science, jurisprudence, and sociology. It has totally altered the point of view and mode of conceiving of those subjects since the days when the study of them began with the classical authors. The years spent on Greek grammar and literature would be priceless to the whole mass of our youth if they could be spent on this study. Sociology is still in its infancy. Only its most elementary notions are, as yet, available for purposes of education. It is sure to grow into a great science, and one of the first in rank as regards utility to the human race. It is plain that progress in other directions is producing problems in society which we cannot meet because our social science is not proportionately advanced. Biology is a science which is still young and new, but, with its affiliated sciences, it holds the key to a number of our most important problems and to a new philosophy destined to supersede the rubbish of the schools. Physics in all its subdivisions, dynamics, anthropology, archæology, and a host of other sciences, with new developments in mathematics, offer just the
