YALH ALUMNI
HOMER B. SPRAGUE'S ANSWER
To Prof. Beers—How English Should
Be Taught.
To the Editor of YALE ALUMNI WEEKLY:
Sir:—In the open letter of Prof.
Beers, which was written some weeks
ago, but which I have seen this even-
ing for the first time, he brings my
name unpleasantly into the controversy
between himself and Hon. D. H. Cham-
berlain, as follows:
“That the Emily Sanford chair is still
vacant, is not the fault of the Faculty.
It has been offered in turn to three
gentlemen, any one of whom would
have been an ornament to the College,
and has been declined by all of them.
Mr. Chamberlain .... was asked by
one correspondent to suggest a candi-
date. He nominated his own brother,
the Rev. Leander Chamberlain, and
Col. Homer B. Sprague. I have heard
it hinted by the wicked that Mr. Cham-
berlain’s real candidate was some one
even more nearly related to himself.”
In reference to the foregoing per-
mit me to say:—
1. 1 am reluctantly forced to con-
strue this statement of Prof. Beers as
a disparagement, perhaps unintentional,
of the Chamberlains and myself, in con-
trast with the three “gentlemen” who
declined to be “ornaments.”
2. Nevertheless, I am thankful for the
honor he does me in publicly connect-
ing my name with those of the distin-
guished brothers. Rev. Dr. Leander
T. Chamberlain, valedictorian at Yale,
Class of Sixty-Three, I knew long ago;
a man of high scholarship, vigorous
intellect, powerful eloquence, and most
exemplary character. Governor Cham-
berlain, too, I have long known. For
many months it was my duty to ob-
serve his career as a teacher. As such
he was remarkably and deservedly suc-
cessful. The world recognizes him to-
day, not only as a thorough scholar
and an accomplished public speaker,
but as a statesman. His career in
South Carolina, his courage and sagac-
ity there, his arduous services in be-
half of the humblest citizens; his heroic
efforts, masterly speeches, and patriotic
sacrifices in the cause of equal rights,—
these are fittingly recorded by your
gifted townsman, Mr. Walter Allen, in
his book entitled “‘Governor Chamber-
lain’s Administration in South Caro-
lina.” That record demonstrates that
in the most trying circumstances he
was uniformly conscientious, far-see-
ing, magnetic, manly, and_ brave.
Either of the two Chamberlains would
have made an ideal professor at Yale.
3. Before Prof. Beers stated the fact
in his open letter, I was not aware that
Mr. Chamberlain had named me in con-
nection with the vacancy at Yale. If
the statement is correct, I thank the ex-
Governor. Such a nomination from
such a source is a high compliment.
Yet it is proper for me to say that no |
such position, nor any recognition of
any kind, was ever sought by me from
Yale; nor do I think that I would have
accepted such a professo.ship, had it
“been tendered me at any time during
the last fifteen or twenty years. I
should not like to pose as an “orna-
ment.” We have too many ornaments
and too few teachers.
4. And this brings me to the main
issue, college instruction in the English
language and literature. My views on
this subject have been published else-
where. I can barely state a few princi-
ples here.
A. The study of rhetoric and of. the
English language should be incidental
to the study of English literature, and
combined with it in daily, semi-weekly,
or weekly exercises through the col-
lege course.
B. The study of English literature
should be mainly a study of the great-
‘ est works of the greatest authors, and it
should be required ofall.
C. As in all collegiate education, and
in all high art, the ultimate object
aimed at by each professor of English
should be twofold: first, and in general,
moral elevation and inspiration; and
secondly, in particular, the formation
and maintenance of the highest ideals
of life.
D. The masterpieces of literary art
should be selected with the utmost care
with a view to the inculcation of right
principles, the fostering of lofty senti-
‘ment, the progessive development of
high character—in a word, growth in
spiritual grace and in soul power. These
studies, if wisely chosen and zealously
pursued, present better ideals, and af-
ford tenfold more stimulus to honora-
ble conduct than many if not all of the
ordinary college studies combined. —
E. Among the choice literary pro-
ductions that should occupy the stu-
dent’s attention, three stand preémi-
nent; those of Shakespeare, Milton,
and above all, the Bible. Of Shakes-
peare and Milton, as furnishing mate-
rial for study, I need say nothing. But
the greatest work or compilation of
works in English literature, is the Bible,
As mere specimens of art, literary
masterpieces, many portions of it are
unsurpassed. From the panorama of
creation in the first chapter of Genesis,
introduced by the flash which lit up the
primeval Chaos—God said, “Let light
be, and light was!”—on to the Apoca-
lypse, that “majestic image of a high
and stately tragedy ..... with its
sevenfold chorus of hallelujahs and
harping symphonies’—including what
is perhaps the most beautiful story ever
told, the story of Joseph; including
also the earliest and grandest of the
world’s martial hymns, the ‘Song of
Moses;” the book of Job; too, “epic
of the inner life,” so skilfully treated
by Daniel H. Chamberlain in his maga-
zine article some years ago, and re-
cently pronounced by Dr. Richard G.
Moulton “the greatest poem in the
world’s great literatures;” then the ex-
quisite drama of the “Song of Sol-
omon;” and other compositions of rare
artistic excellence;—to say nothing of
that central New Testament story, in
comparison with whose sublimity all
the “Light of Asia,” all
_ the glory that was Greece
And the grandeur that was Rome
pale into nothingness;—here in these
sixty-six books of our English Bible
is a literature of which it is a shame to
be ignorant; a literature, which to know
thoroughly is a joy forever.
F. The most vital need of any col-
lege, so far as the study of English
literature is concerned, is a sufficient
instructor. ‘The teacher,” says Mil-
ton, “should have art and proper elo-
quence, but chiefly by his own example
should gain his pupils to an incredible
diligence and courage, infusing into
their young breasts such an ingenuous
and noble. ardor as could not fail to
make many of them renowned and
matchless men.” “The main skill and
ground work,” Milton adds, “should
be to temper them such lectures and
explanations upon every opportunity as
should lead and draw them in willing
obedience, inflamed with the study of
learning and the admiration of virtue,
stirred up with high hopes of living to
be brave men and worthy patriots,
dear to God and famous to all ages.”
The teacher, then, must conceive more
vividly, feel more keenly, share more
fully, express with the living voice
more gracefully and strongly than most
men can, the truth, the imagery, the
sentiment, the emotion, the inspiration
of the author. If he has not by nature
the oratorical instinct, he must acquire
it, lest he make the finest literary
genius appear to talk like a fool, a sick
man, or a somnambulistic Dundreary.
G. How is English literature taught
at Yale? 3
1. Prof. Beers’s attitude in reference
to entrance examinations augurs ill.
Alone it would seem, of all college pro-
fessors in America, he takes this stand.
In his published letter, dated Nov. 23,
1896, he writes:
“IT am opposed to any entrance re-
quirements in English. The vote es-
tablishing such requirement at Yale
was passed over my head, and I have
had nothing to do with the examina-
tion, which I consider (sic) useless.”
2. Still more unfavarable is the in-
ference naturally drawn from his text-
book, though we trust that his practice
is better than his theory. His book,
“An Outline Sketch of English Litera-
ture,’ published ten or twelve years
ago, is a fair compilation, though not
original, nor by any means the best.
It would be an ungracious task to criti-
cise its occasionally bad grammar and
questionable rhetoric; but among its
graver defects is his ignoring of the
English Bible, classing it (page 20)
among those writings that “cannot be
said to have much importance as mere
literature.” . This suggests the inquiry,
Can a student graduate from Yale with-
out the slighest acquaintance with this,
the grandest literature of power the
world has ever seen? We hope not.
3. Most unfavorable of all is the con-
clusion one might draw from actual
inspection of a class exercise in Eng-
lish literature conducted by Prof Beers.
IT was present. I shall not forget the
scene.
recumbent posture. Two of them lay
at full length flat on their backs nearly
Haven this Spring.
IMPORTING TAILOR.
‘Pennsylvania and Southern Railway, in a'through Pullman drawing room sleeping car
Most of the students were in a. ‘callonoraddress) J
the whole time. But for an explana-
tory word or two at long intervals, or
the calling up of individual members
in turn to read, there was little or
nothing to disturb the all-pervading
somnolency. As Principal, Professor,
and President, in high school, academy,
normal school, college, and university,
it has been my duty to watch many
hundreds of class exercises, but never
elsewhere have I seen one like this.
I asked myself, Can this be Yale?
Where is the keen enjoyment of great
thoughts? Where the contagious en-
thusiasm for lofty sentiment and splen-
did imagery? Where the thirst for re-
freshing, uplifting, energizing knowl-
edge? Alas! professor and _ students
alike seemed to illustrate Poe’s lines—
THE LARGEST MANUFACTURERS OF
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AND UNIFORMS IN THE WORLD. . .
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I have drunk of a water that quenches all thirst—
Of a water that flows with a lullaby sound,
From a spring but a very few feet under ground,—
From a cavern not very far down under ground.
Sadly, I know I am shorn of my strength,
And no muscle I move as J lie at full length;
But no matter !—I feel I am better at length !
A. G. SPALDING & BROS.
“THE NAME THE GUARANTEE.”
Official Outfitters to the Leading College,
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a better state of things. He is Yale’s
And I rest so composedly now.in my bed,
That any beholder might fancy me dead,—
Might start at beholding me, thinking me dead!” |
true friend who in the right spirit . ’ , :
points out her faults and the remedy. The Spalding Chainless Bicycle cong
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- Homer B. Spracue. singe Se
Department of Oratory, Drew Theo- A. G. SPALDING & BROS.
- logical Seminary, New Jersey, Mar. | NEW YORK. CHICAGO. PHILADELPHIA.
5, 1808.
<p, Lp
~~
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