The adoption of the elective system marked the first step in the conversion of Harvard from a conventional American college into a university of originality of plan and broad scope. Ever since that system was adopted the energies of this institution have been largely devoted to an adjustment of the several parts of the old system to suit the changed conditions of the new. What is to be the next great change in this process of growth is somewhat doubtful. The entire relegation of the arguer part of the work of the freshman year to the preparatory schools is avowedly one of these changes, but one which will probably require some years for its complete adoption. With the crying anomaly of freshman year abolished, Harvard will have advanced a long stride towards the realization of the ideal which she has held before her eyes for so many years.

The struggle between the advocates of a systematic classical preparation for a college course and the party of modern languages and science does not so directly touch upon the question of the development of the university idea from the college idea as do some others. No other change of course would be so radical a change as that advocated by the latter party. It is in itself a broader question than that of the elective system, but with the freshman year abolished, it would not directly affect the practical question of the Harvard curriculum. The agitation, we believe, can result in no other outcome than that of compromise; not however a compromise based on the extremist doctrines of President Eliot in regard to the early differentiation of studies.

A question of more practical concern in regard to the inner administration of Harvard is that of the establishment of a system of examination boards-indeed the question of the entire reform of the present examination system. There is no doubt that with the development of the university system a change, which shall introduce some method of examination by examiners totally distinct from those actually engaged in the work of instruction, is bound to come about. The work of instruction and the work of examination should be separated by a line distinctly drawn; in themselves they have no connection. This matter indeed is directly connected with the establishment of a permanent body of resident graduates at the college similar to the masters and fellows of the English universities. From such a body the class of examiners could be selected. Already every year the number of bachelors of arts remaining to pursue higher studies, not professional, after graduation is largely increasing. In many ways we can even now see the good effects of this in raising the standard of college work. The co-operation of such graduates with under-graduates in the work of such societies as the Historical Society and the Finance Club is productive of the best effects. It is not to be hoped that this body of resident graduates will be very large or exercise a marked influence upon the spirit of the college until the resources of the university both physical and intellectual are largely increased,-until Harvard can offer instruction in purely liberal and humanitarian studies equal to the best obtainable in Europe; until she can rival Oxford or Beriin or Paris.