TALE ALUMNI WHREKLY
(Continued from fifth page.)
cruel. Change the curriculum of the
public schools? You cannot do it, and
if you could do it, in my opinion it
would be wrong, it would be indefensi-
ble; because the welfare of the Repub-
lic, resting as it does upon popular in-
telligence, demands that the education
of those high school graduates who do
not go to college should not be too nar-
rowly confined in the classics, but that
it should include any two foreign lan-
guages (with a preference perhaps for
one ancient and one modern language)
together with literature, history, civics,
and science. Our whole aim therefore
has been to get in line with the public
schools without sacrificing one iota of
our educational ideals.
THE SCHOOLS DEMAND IT.
And here, lest I should be thought
to speak for the schools without au-
thority and entirely upon my own mo-
tion, let me read you a quotation from
the report of the Committee on College
Entrance Requirement submitted by
the chairman of the committee, Super-
intendent Nightingale, of Chicago, to
the meeting of the National Educa-
tional Association at Buffalo last Sum-
mer, which, being unanimously adopted
by them, has become the urgent rec-
ommendation of the twelve thousand
teachers assembled in that greatest of
all American educational gatherings:
“College courses ought to be so adjust-
ed that every pupil at the end of a sec-
ondary course recognized as excellent,
both in quality and quantity of its
work, may find the doors of every col-
lege swinging wide to receive him into
an atmosphere of deeper research and
higher culture along the lines of his
mental aptitudes. pee tetas 9. A ee
principle is correct,—and who shall
prove its fallacy?—why is not the de-
gree of B. 8., or Ph. B. of equal dignity
and worth with that of A. B.? Or, in
other words, why should not all such
degrees be abolished or molded into one
which shall signify that a man or
woman has secured that higher educa-
tion best suited to his talents and far-
reaching purposes of his life?’
But I confess that movement has an-
other meaning, and I am anxious to
proclaim it that it may not be misun-
derstood. I hold with the eloquent gen-
tleman who preceded me, and I tried
to emphasize the point in my address
last night, that no man is liberally edu-
cated who has not had in his Academic
course, along with other subjects,
training in the humanities,—in lan-
guage, literature, history and philoso-
phy. But now the specific question
arises, which of the languages. Some
Say it must be Latin and Greek. We
say that it must be Latin and a mod-
ern language, or two modern lan-
guages. And it is at bottom for our
adherence to this view that one of the
speakers here has charged us with de-
grading the standards, counterfeiting
the trade-mark, and substituting com-
mercialism for liberal culture! Gentle-
men, I appeal from the libelous clap-
trap of the rhetorician to the impartial
judgment of thoughtful educators.
CORNELL HAS MORE TO DO.
When I entered college I entered with
Latin, Greek and mathematics. To-
day, French and German are studied;
and the time is coming when college
graduates will teach French and Ger-
man as Latin and Greek are taught
now. The sciences, too, are being
taught in the schools. We at Cor-
nell University will, I believe, follow
along the lines we have already entered
upon and develop the movement on
which we have started to its logical
conclusion. That is to say we shall
give credit to our matriculants for the
sciences and the languages they stud-
ied thoroughly in the high schools,
without cynsidering too curiously
whether it was this or that science, this
or that language. The doors of our
Academic Department will stand wide
open to all capable graduates of good
high schools, provided they have been
thoroughly trained in two foreign lan-
Suages, whether the combination be
French or German, or what will gener-
ally be the case, Latin and Greek, or
Latin and a modern language.
Now, gentlemen, this matter is be-
fore you. I do not think it devolves
upon you to vote on it at all. I resent
this “either or’ which has been thrust
upon us. They tell us it is either the
classical college or it is Cornell Uni-
versity. There is room for both. Let
us be thankful for the work of the col-
leges. If I were president of some of
the colleges of this State, notably of
those which have denominational con-
nections, I should oppose making Greek
an elective. There is room for variety
in educational work as elsewhere. Na-
ture is a unity, but she is full of vari-
ety. Man does well to imitate her.
That is why we have succeeded so well
as a government; we have our federa!
government and our state govern-
ments; we have unity and we have va-
riety. ,
Let us do likewise with our educa-
tional institutions. Leave free play.
Let individualism have fullsway. There
is room for Cornell University to work
out its own ideas and keep in touch
with the high schools; and there is
room for the institution presided over
by the. eloquent gentleman to whom
you have just listened, to work out his
ideals, even though I may think that
he ignores the tendency of modern civ-
ilization. Let there be no rancor, no
jealousy, no envy; but let us feel that
we are all engaged in a common work,
promoting a cause than which there is
none higher—that cause for which the
Great Teacher himself stood, the devel-
opment of the highest human capaci-
ties; and working in that spirit, I am
sure we may all feel that the blessing
of Almighty God will be upon us.
<><
Mile il
Handball Tournament.
A short time ago the Handball Club
arranged a tournament, to be played in
the handball room in the Yale Gymna-
sium. The tournament has now been
.nearly decided. There were 47 entries,
and the preliminary round began on
February 16. Since then enthusiasm
for the game has not diminished, and
the matches have been played off as
fast as the one available court. would
allow. Winchester Noyes, ’99, won the
championship.
This tournament was open to all de-
partments of the University alike, but
it is now the intention of the Club to
organizeseparate tournaments for each
one of the departments. These will
begin about March 8.
—_—_——_+4—____—
Harvard News.
Owing to the open weather of late
Capt. Goodrich, of the Harvard crew,
has planned to transfer the practice of
his men from the tank,where they have
been having light work this Winter, to
the river. The floats at the boat house
are practically ready for use, and un-
less the weather changes out-of-door
work will be begun this week. The
tank work this season has been lighter
than usual, and has been varied with
long walks and other light exercises, as
Mr. Lehmann does not put much faith
in in-door work, save only as it keeps
the men in good physical conditidv and
familiar with the esentials of the
stroke. Mr. Lehmann is to sail for
America within a week, and with him
he brings the new shell ordered of Clas-
per, the veteran Cambridge, Eng., boat
builder, for the Harvard crew. Until
his arrival, however, Mr. Storrow, ’85,
and Mr. Mumford will continue to coach
the crew.
The final competitive debate for the
choice of Harvard’s representatives in
the coming Yale-Harvard debate was
held on Tuesday, February 23, and re-
sulted in the choice of the following
men: F, Dobyns, 98; G. H. Dorr 797,
and S. R. Wrightington, ’97, with W.
H. Conroy, ’99, as alternate.
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Lecture and Concert Program.
The following lectures and concerts
are open to Yale students:—
March 4.—Concert by the New Ha-
ven Symphony Orchestra in the Col-
lege Street Hall.
March 4—‘‘The Russian Novel, illus-
trated by the works of Ivan Turge-
nev,” by Prof. Wm. Lyon Phelps, in
United Church at 8 p. m., under aus-
picies of the University Extension So-
ciety.
March 5—‘‘Hgypt; From Abu-Simbel
back to Cairo, Gizeh Museum,” by
Prof. D. Cady Eaton, in the Scientific
School.
March 7.—Lecture by Dr. Edward
Everett Hal2 of Boston in the United
Church under the auspices of the
Men’s Sunday Evening Club.
March 9—‘‘The Battle of Gettys-
burg,” by Mr. Huber Grey Buehler, in
the Scientific School.
March 11—‘‘The Polish Novel, illus-
trated by the works of Sienkiewicz,”’
by Prof. Wm. Lyon Phelps, in United
Church at 8 p. m.. wnder auspices of
the University Extension Society.
March 12.—‘Clay: Its Uses as a
Building and Paving Material,” Mr.
Felix Chillingworth, in Boardman
School. ;
March 12—‘“‘Bjornsen, Daudet, James;
a Study in Literary Times-Spirit,” by
Mr. Richard Burton, in the Scientific
School.
March 16—‘‘Electrical Waves and
Light,” by Mr. H. A. Bumstead, in
the Scientific School.
*"Ninety-Two Reunion.
A reunion of the Class of 1892 was
held at “The Circle,’’ New York City, |
Saturday evening, February 27. It was
a thoroughly informal meeting, and
the best of good fellowship prevailed
throughout the evening. <A few re-
marks were made by James E. Wheel-
er, the Class Secretary, who announced
that, beginning with this Winter, two
reunions of the class would be held
yearly in New York, one during the
Winter and another in the Spring. This
is the third reunion which the class
has held in New York since gradua-
tion. There were in all 41 present.
They were: Alfred H. Swayne, Harry
S. Lyman, William N. Runyon, Harri-
son B. Freeman, William S. Haskell,
George L. Coit, Elisha H. Cooper,
George D. Terry, Frank J. Price,
Charles 8S. Haight, Howard Hunting-
ton, Francis H. Griffin, Isaac H. Jen-
ney, Frederick S. Woodruff, Arthur C.
Hume, William L. Kitchel, Henry S.
Graves, Howell Cheney, Knight D.
Cheney, Jr.. Edward B. Mowbray,
Howard R. Townsend, Thornwell Mul-
laly, Edward H. Dodd, Herbert O.
Bowers, Arthur Lovell, Elliott Mar-
shall, Pierre Jay, Robert A. Paddock,
Merrill W. Gallaway, Otto A. Schrei-
ber, John 8S. Woodruff, William G.
Rockefeller, Augustus F. Shaw, Arthur
S. Barnes, Daniel E. Manson, Walter
P. Bliss, George B. Hollister and James
EK. Wheeler. Noah H. Swayne, second,
"93, Was a guest of the evening.
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