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cared little and very many cared nothing, and, as a result, widespread idleness and dissipation were inevitable. Under the new system, presenting various courses, and especially courses in various sciences, appealing to different tastes and aims, the great majority of students are interested, and consequently indolence and dissipation have steadily diminished. Moreover, in the majority of American institutions of learning down to the middle of the century, the main reliance for the religious culture of students was in the perfunctory presentation of sectarian theology, and the occasional stirring up of what were called "revivals," which, after a period of unhealthy stimulus, inevitably left the main body of students in a state of religious and moral reaction and collapse. This method is now discredited, and in the more important American universities it has become impossible. Religious truth, to secure the attention of the modern race of students in the better American institutions, is presented, not by "sensation preachers," but by thoughtful, sober-minded scholars. Less and less avail sectarian arguments; more and more impressive becomes the presentation of fundamental religious truths. The result is, that while young men care less and less for the great mass of petty, cut-and-dried sectarian formulas, they approach the deeper questions of religion with increasing reverence. While striking differences exist between the European universities and those of the United States, this at least may be said, that on both sides of the Atlantic the great majority of the leading institutions of learning are under the sway of enlightened public opinion as voiced mainly by laymen, and that, this being the case, the physical and natural sciences are henceforth likely to be developed normally,