ntegrating influence
of industrial life and in the absence of a consistent body of
military and ecclesiastical traditions. It is from these women in easy
circumstances that it gets its moral support. The aims and methods of
the kindergarten commend themselves with especial effect to this class
of women who are ill at ease under the pecuniary code of reputable life.
The kindergarten, and whatever the kindergarten spirit counts for
in modern education, therefore, is to be set down, along with the
"new-woman movement," to the account of that revulsion against futility
and invidious comparison which the leisure-class life under modern
circumstances induces in the women most immediately exposed to its
discipline. In this way it appears that, by indirection, the institution
of a leisure class here again favors the growth of a non-invidious
attitude, which may, in the long run, prove a menace to the stability
of the institution itself, and even to the institution of individual
ownership on which it rests.

During the recent past some tangible changes have taken place in the
scope of college and university teaching. These changes have in the main
consisted in a partial displacement of the humanities--those branches
of learning which are conceived to make for the traditional "culture",
character, tastes, and ideals--by those more matter-of-fact branches
which make for civic and industrial efficiency. To put the same thing
in other words, those branches of knowledge which make for efficiency
(ultimately productive efficiency) have gradually been gaining ground
against those branches which make for a heightened consumption or a
lowered industrial efficiency and for a type of character suited to the
regime of status. In this adaptation of the scheme of instruction the
higher schools have commonly been found on the conservative side; each
step which they have taken in advance has been to some extent of
the nature of a concession. The sciences have been intruded into
the scholar's discipline from without, not to say from below. It is
noticeable that the humanities which have so reluctantly yielded ground
to the sciences are pretty uniformly adapted to shape the character
of the student in accordance with a traditional self-centred scheme of
consumption; a scheme of contemplation and enjoyment of the true,
the beautiful, and the good, according to a conventional standard of
propriety and excellence, the salient feature of which is lei