With the change which is constantly taking place in educational methods, with the substitution of experimental practice for lectures on theory, the character of the equipment of the University has, necessarily, changed also. The University is accumulating a great stock of mechanical apparatus, and this can be used without detriment throughout the year; yet the vacations of the University are such that, for a quarter of the year, no use would ordinarily be made of the apparatus. This would mean a clear waste of opportunity.
The means of making the equipment serve some educational end during the whole year has been found in the summer school. The work in this school is, to be sure, not precisely similar to that of the regular college year; while some of the courses may be counted for a degree in the College or the Scientific School, yet the number of Harvard students who attend for this purpose is very small, and, in fact, such attendance is discouraged in some of the departments. The students are of a different class,-men and women only temporarily connected with the University and chiefly interested in training themselves as teachers. Very many have already had experience in teaching and have abundant theoretical knowledge, but feel themselves ignorant about experimental methods. It can be seen that the school is developing in such a way as to meet their needs; laboratory work occupies a large place in the curriculum, and the subjects of physical training and of pedagogy are brought to the front. An answer is attempted to the question of how best to train young bodies and minds. It is a work in which Harvard is peculiarly adapted to lead and which will mean a still wider adoption of her methods.