entific and linguistic preparation for professional study before entrance into the professional school and, as in law, for example, it is seldom wise to attempt to incorporate such work in the curriculum of the school.

It is becoming more and more common to exact of the candidate for admission into professional study the preparatory work which brings with it the diploma of a reputable college giving a liberal A.B. course. In the professional school, it is sometimes sought to arrange a system of electives for the A.B. course in the university or the college, such as will best combine its work with the requirements of the professional school, and will thus permit the accomplishment of the two lines of work in a reduced period, as, for example, at Cornell, in the Colleges of Arts and Sciences and of Engineering, in six years.

It is progress such as this which justifies the comment of Wendell Phillips regarding the value of modern education and that of Andrew Carnegie respecting the changes which have justified the words of that great orator, in our day as never before:

Now, as never before, education is coming to represent the ideal of John Milton, so often quoted and so rarely disputed, an ideal that can not be too often or too impressively placed before the youth of our own day: "I call a complete and generous education that which fits a man to perform, justly, skilfully, and magnanimously, all the offices, both public and private, of peace and war." This ideal was embodied in the plan of Cowley for a 'Philosophic College' more perfectly than in the curriculum of any modern institution until, in fact, that aspiration began to find expression in the liberalized and enriched elective system inaugurated by President Wayland, and until, in the last generation, Ezra Cornell proclaimed his aspiration to 'found an institution in which any man can find instruction in any study.' This modern, and now almost universally accepted, Miltonian curriculum is based upon principles well-stated by Forel: