(Continued from first page.)
advance for the school to take is to
provide a better general training for
all the undergraduates, in a wilder
field of subjects, before they enter upon
the special technical studies of science.
(b.) This is in line with the settled.
policy of the school. The _ Scientific
School has always stood for a scientific
and not a technical training.
The contrast here expressed refers to
the kind of instruction and the results
expected in order to fit an undergrad-
uate for his degree. The instructor is
designed to teach the principles and
theory of science, not the practice of
art or the technical application of sci-
ence. This latter part of education is
left for graduate work and for the spe-
cial schools. Herein this school differs
from those schools which profess to
send men out ready to practice at once
the scientific branches they have been
studying.
A graduate of the Scientific School,
if he has been faithful, is supposed to
be ready to take up his professional
studies, and the training given is that
which it is believed will best fit him
to take up professional studies and
pursue them to best advantage.
LESS LIKE A TECHNICAL SCHOOL.
Thus in policy, spirit and  pur-
pose, the School corresponds more
closely to the undergraduate depart-
ment of a literary college, than to
a technical school or a strict univer-
sity—with this difference, that the
course is adapted to the needs of those
whose life-work calls for. scientific
knowledge and ability for research rath-
er than a high degree of literary train-
ing and fluency.
(c) The present trend of education
calls for this broadening of the scien-
tific curriculum.
The progress of civilization with its
easy means of communication and
larger fields, is demanding a fuller
preparation for every one who hopes
to hold his head the least above the
common crowd, or is in any degree
to lead and guide the affairs of the
world. Without such training he must
be content to be swept along on the
surging current of humanity. It is in
appreciation of this need that we have
training schools in every branch of
work. Manual training, technical arts,
business, science, pure and applied;
medicine in all lines, theology, law,
and even the practice of dealing with
the poor and outcast are calling for
special training and special schools.
Women as well as men, the low as well
as the high, all who have the ambition
and opportunity are calling for a
broader and more thorough equipment
for their life work. While the schools
of higher education have become great-
ly specialized in response to this need,
the amount and scope of foundation
studies demanded to fit each man,
whatever is to be his special calling, to
cope with circumstances, has continu-
ally increased. Thus we find the trend
of education is also, on all hands, in-
creasing the amount and kind of gen-
eral studies required to fit men to Mmas-
ter the more exact specialties of their
advanced work.
This trend of education points directly
to an increasing, sooner or later, of the
number of years in the Scientific School
if we would keep in the front.
THE LEADERS OF TO-DAY.
(d) The signs of the times point in
the same direction.
Who are the leadezs of men to-day?
No longer can it pe said that the men
of purely literary training are now
leading the world. To-day the leaders
of the thought and the progress of the
world are those who, with a broad edu-
cation to start with, have devoted them-
selves to science. Let us name over a
few of the men of science known
throughout the civilized world, who
have swayed the deepest thought of the
people. Faraday, Tyndall, Kelvin, Car-
not, Siemans, and Helmholtz, Darwin,
Huxley, and our own Agassiz and Silli-
man, Zittel and Pasteur, Dubois and
Raymond. How great has been their
influence!
What has made them so great? Not
alone their mastery of science, but the
breadth of their training as men. Eliot
of Harvard was a chemist first, but
he never would have been President of
Harvard University had he not been a
thoroughly educated man first. Jordan
of Leland Stanford was an expert ich-
thyologist, but he is not alone a spe-
cialist. Specialization in science, if be-
gun too early, makes but pedants, not
men. The signs of the times in educa-
tion warn us that a diet of pure sci-
ence starves and dwarfs men more cer-
tainly than a diet of pure classics, for
classics, though dead, are human,
And everyone who closely observes
these signs of the times can foresee that
our schools of science will deteriorate
the education of the country, unless
they provide thorough training in the
humanistic branches of learning. And
the very popularity of science makes
our responsibility greater. By
(e) The necessities of modern civili-
zation call for a further equipment.
THE POSITION OF SCIENCE.
Science is no longer merely a branch
of curious learning, studied simply for
its own sake or for the love of truths.
It has become the greatest and most
important factor in modern civiliza-
tion. Science makes possible the life of
modern nations. Science is knitting the
nations of the world into a great com-
mercial family. The artificial produc-
tion of ice in the ocean steamer is rev-
olutionizing the tariff laws of the
world. By its means the cattle, graz-
ing on the plains of Patagonia, where
labor is cheap, furnish the best of but-
ter to the London market at a price
cheaper than it can be manufactured
in the United States. Science is doing
more than anything else to make war
impossible. But not only is this true,
its effect upon the demands made
upon men of business and affairs is rev-
olutionary. With such wide competi-
tion and ready access, the whole world
is open to one who attempts to do any
great business. Our customers talk in
all languages. The markets for do-
mestic products are determined by
thousands of local conditions, of geog-
raphy, geology, climate, ideas and hab-
its of peoples, laws and customs of na-
tions. A man to be in the midst of the
life of the times must be thoroughly ed-
ucated in the rudiments of each of these
branches of learning.
The time for laying a foundation,
broad and deep, is while one is sepa-
rated a little from the intense activity
of life, or during the college life. As
soon as a man enters the struggle, he
must become specialized and devote his
keenest energies to the immediate task
before him. The better he is prepared
for it, and the broader his education
has been, the greater will behismaster-
ing of the situation. Hence it is that
the. increasing demands of modern ¢iy- .
ilization call for a more thorough
equipment and especially so for men of
Science, in those broad and liberalizing
studies, which will enable them to
appreciate and make useful the per-
plexing relations they are sure to meet
with if they attain any degree of suc-
cess in after years.
THE DIGNITY OF SCIENCE,
(f) The dignity of science de-
mands such a change. It's. 18
un-American and contrary to
the spirit’ of equality of .tTights
and of manhood to suppose that a
teacher of Greek Grammar deserves
any more honor than the builder of a
steam engine, or that there is any
higher dignity in studying the work
of Virgil than in studying the work of
Faraday. But with the present organ-
ization of the two great undergraduate
departments of the University, there
is a very distinct implication that those
‘men who require a four years’ curric-
ulum for their degree are fitting for
higher functions in life than those for
whom three years of training is suffi-
cient. — “
In other institutions this distinction
is not made, four years in science-
courses is aS much expected as four
years in literary studies.
But the answer will be made, that
here we expect specialists to go on
and take a couple or more years to
finish their professional studies, and
if our curriculum were enlarged to
four years, the time required in pre-
paring for the active work in the world
would be too long.
The way this difficulty is met in oth-
er universities is by allowing those
who wish to prepare for professions to
take studies in their senior year which
will lead directly to the end they are
seeking, and which areallowedin short-
ening the time spent in the profession-
al training. This plan would be per-
fectly practical in case our curriculum
were lengthened to four vears.
But the implication of inferiority is
not removed by saving that it is in-
tended that the more earnest men ghall
take two years in university studies
after graduation, since the more earn-
est men who graduate in the four
years Academic course are also ex-
pected to take similar graduate study.
Nor is it removed by saying that the
three years course provides for men who
were obliged to abbreviate their time of
preparation for a life career, since this
would be to acknowledge that it is an
inferior course provided for those un-
able to take the hest.
But, however much such claimsmight
be made, in theory, the fact still re-
mains that the large majority of the
men entering the Scientific School do
not intend to take graduate work; and
when they do the inferiority, due to
the shorter length of the curriculum,
is distinctly recognized in the _ state-
ment in the catalogue that more than
two years of graduate labor may be
required for a Ph.D. degree, ‘‘especially
so whenever the course of undergradu-
ate study has been, as in the Scientific
School, less than four years.” (p.139 of
the catalogue.)
THE SELECT COURSE MEN.
(g) - Another argument in
Same direction. is found in _ the
fact that the Scientific De-
partment, as in other uni-
versities, is chosen by a large number.
of men in every class who have no in-
tention of becoming specialists in
Science, and are in the ‘select course
for the same purpose that men are in
the academic course — viz: for the
purpose of getting a liberal education.
Tt is regarding the Select Course men
that the implication works the greater
wrong. In other, and particularly, the
newer universities, the equality of the
scientific and classical courses is made
a special feature, perhaps for the very
purpose of attracting students away
from the older New England universi-
ties where the traditions are in favor of
the. Academic curriculum.
_ Of the larger universities, Yale . is
almost.alone in retaining.a three years’
course for Scientific men, while requir-
ing four years for the regular-course
men. |
We cannot criticise the present sys-
tem as if there were any intention to
draw these lines; we inherit the sys-
tem with its faults, as with its virtues,
from our fathers. These lines appeared
because they were wrought in the very
principles of the English universities
of the time when our science depart-
ment was started, and we were the first
to provide the scientific college curricu-
lum. The school was provided for those
who then neither were able nor wanted
to profit by a thorougheducation. With-
in the last fifty years, however, a great
change has taken place, and the TInited
States. has. become a nation of work-
ers. So that Science has earned its place
alongside of medicine, religion, and
law, as one of the learned professions,
and one, too, capable of moving the af-
fairs of the world.
Because Science has thus become one
of the most important factors in mod-
ern civilization, it is fitting that a cur-
riculum in which Science is’ the
central element should have a place of
first, not second, rank in our Universi-
ty, fully equal in dignity and in ad-
vantages to .the Academic ‘Depart-
ment. It is because science does occu-
py this position of prominence that we
find so many young men, from all over
the country, seeking a full liberal edu-
cation in Scientific branches. And while
other Universities are taking advan-
tage of this avpreciation of science to
the degradation of literary scholar-
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