public mind more and more, and manifests itself in more and more decided ways. What may have seemed at first a transient glow of enthusiasm, a generous impulse, has in time assumed all the force of a logical conviction, or rather of a positive certainty. It is no longer a movement of a few philanthropists or of a few religious societies, but it is an essential part of the public administration for which the States, the cities, and townships appropriate every year more money than any other country in the world has hitherto devoted to the education of the people. Far from limiting this generosity as much as possible to primary instruction, it goes so far as to declare free for all not only primary but even sec ondary schools."

The subject of compulsory education has naturally elicited considerable attention, and at present educators are divided in their opinions. The opponents of the system say that it is essentially un-American; that it interferes with the rights of parents; that the difficulties of carrying it out are insuperable; and that its absence involves no danger to our institutions. The advocates of the system reply that ignorance is an evil which the State should remove; that the parent has no right to bring up his children in ignorance; that the State has a natural right to enact any laws that may be necessary for self-protection; and that the compulsory system, both in this country and in Europe, has produced beneficial results. The sentiment in favor of compulsory education seems to be growing. Connecticut, Massachusetts, Maine, Michigan, Texas, California, and New Jersey have adopted it, and in other States the subject is more or less discussed.

Another prominent educational question is the coeducation of the sexes in our colleges and universities. In the primary schools and even in the secondary schools of this country, the young of both sexes have generally been educated together. Begun from considerations of economy and convenience, co-education is now continued in these schools from a strong conviction of its excellence. But that the same system should apply to superior education is stoutly denied. It is said that co-education in our higher institutions of learning endangers the health of young women; that it does not give them a training suited to their destiny in life; that it develops a strong-minded type of womanhood; that it lowers the grade of scholarship; that it leads to personal attachments and matrimonial engagements; and, lastly, that it gives rise to scandals. These arguments are chiefly theoretical, and hence it happens that they are met by a series of counter-statements. The advocates of co-education in our colleges, after a more or less extended observation of its workings, affirm that the system has not proved injurious to health; that it aims at individual development, which is the true end of education; that it makes young women more womanly, and young men more manly; that it raises the standard of scholarship, since female students usually maintain a better average than their male competitors; that if it sometimes leads to matrimonial engagements, these are formed under the most favorable circumstances; that it does not give rise to more scandals than otherwise occur ; that it elevates the moral tone of a college, and renders discipline less difficult; and that, by bringing about a communion of sympathy and taste between man and

woman, it lays the foundation for greater domestic happiness. Whatever may be thought of the arguments on either side, it is certain that co-education is growing in popular favor. It is but a few years since the experiment was first tried, yet at present the system is adopted in fully two thirds of our colleges and universities. Where it has been tried under favorable conditions, it has rarely failed, by its good results, to overcome prejudice and win popular favor.

Our college curricula are undergoing important modifications. The old course of study, consisting almost exclusively of Latin, Greek, and mathematics, has appeared to many not to be duly adjusted to the conditions of the present age. The growth of knowledge during the past two or three centuries has been very great. A large number of sciences, particularly those relating to Nature, have been added to the domain of learning. Modern nations have come into prominence, and duced literatures of incomparable worth. These facts have necessitated an enlargement of the college course. As President Eliot, of Harvard, has well said: "The general growth of knowledge, and the rise of new literatures, arts, and sciences during the past two hundred and fifty years, have made it necessary to define anew liberal education, and hence enlarge the signification of the degree of Bachelor of Arts, which is the customary evidence of a liberal education." The leading subjects that have thus acquired prominence are English, the natural sciences, and the modern languages; and, in order to make room for them, nearly all of our colleges have adopted parallel courses and the elective system. The process of adjustment which is now going on will,

no doubt, issue in courses of study well suited to the needs of our country.

(H.) CONCLUSION.

There can be little doubt that the educational world is in a period of rapid transition. Correct views of the nature and end of education are becoming prevalent; and, in order that educational methods may have a scientific basis, the physical and mental constitution of man is being subjected anew to careful investigation. The laws governing human development have been largely ascertained, and now give direction to our best teaching. The work of education is no longer left to novices destitute of any training except an acquaintance with the defective methods by which they were themselves instructed. Teaching is being elevated into a profession, for which intelligence and training are recognized as necessary. There is a breaking away from traditional views and customs. Human reason, unfettered by tradition or the dicta of authority, is everywhere proving all things, and holding fast only that which is good. The present is an age of experiment and investigation. Able minds in all Christian lands are engaged upon educational problems. While all this leaves the educational world in an unsettled condition, it promises well for the future. Within the past few decades truth has made large conquests in the domain of education. And, as we may well judge, both from the lessons of the past and the tendencies of the present, there will come forth from this struggle an education firmly established on a scientific basis, and better adjusted to the conditions of modern life.