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UNIVERSITY IDEALS.
[Continued from page 202.]
little direct bearing on his future life
work, but that other things occupy an
even larger place in the organization and
in their effect on the mental develop-
ment of the average student. Social
life and recreation, which in France are
wholly extraneous to the university,
and which in Germany form but a sub-
ordinate part of university interests, are
in England the dominant features.
The collegiate life of England gives
every opportunity for a man to see
men of his own kind. The conditions
and traditions of admission afford every
opportunity for the development of
esprit de corps. The habits of athletic
development which the English students
have previously enjoyed enable them to
make their work on the river and the
field a means not only of recreation nor
of mere physical training, but of men-
tal and moral training also. No one
looks to Oxford or Cambridge as a
place of professional studv. All men
look to them as places that have trained
generations of English gentlemen, and
as places where the development of the
gentleman by means outside of the lec-
ture room and the examination hall far
more than by means inside is the ideal
and the dominant nurpose.
EARLIER AMERICAN COLLEGE LIFE.
The American college of two genera-
tions ago was not conceived in accord-
ance with any one of these three types
just described. Perhaps it more nearly
corresponded to the universities of
Scotland than to any of those already
named and described. It resembled the
English type more than the French or
German, because it laid so much stress
on the association of a body of students
collected within the limits of a narrow
group of buildings, and living a life in
which the whole student body developed
itself by mutual instruction apart from
the town which surrounded it. It also
resembled the English university in the
non-professional character of its studies.
The American college was, however,
radically unlike the English university
in the stress which was laid on a fixed
curriculum. and in the rigid insistence
on the full performance of class-room
work as a condition of membership.
A MIXED ORGANIZATION.
As time went on, some things tended
to increase the resemblance—notably the
growing importance of athletics in
American student life—but other things
had at least equal effect in diminishing
this resemblance. The growing tend-
ency to locate professional schools in
the same place with colleges superadded
a system of technical education more
like the French system in the character
of its instruction; and later still the
men who hold a leading place in the or-
ganization of our large universities have
had before their mind German models
rather than French or English. They
have not treated the university as a
central examining board for separate
colleges, as is done in England, nor
have they sympathized with the develop-
ment of separate schools of essentially
technical instruction, as in France; but
they have attempted to give the student
in his later years a freedom of choice
of subject and a training in principle
rather than in practical details, which
is the essential feature of German work.
This effect has been most conspicu-
ously seen in those comparatively new
universities where graduate instruction
in non-professional studies has been
predominant from the outset: but it is
a tendency which has affected in
greater or less degree every group of
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demand was a legitimate one.
_ reasons alleged in support of it in cer-
| tain quarters were radically wrong. It
_was said that the college should teach
-a student things which he needed to
| know in after life——things which, if he
| did not learn them in the college, he
YALE ALUMNI
The World’s Glove. ——%e
American schools of instruction that has
been large enough to call itself a univer-
sity. With a mixed organization of this
kind,—English colleges, French profes-
sional schools, and German ideals which
have modified the work both of colleges
and of professional schools,—it is hardly
a matter of wonder that no two men are
wholly agreed as to what a university
is. At one extreme we have those who
see in the ideal university a place where,
in the words of Ezra Cornell, “any per-
son may find instruction in any study;”
at the other extreme we have those
who regard a university as a place where
a man may meet fellow men of his own
sort; who make this acquaintance and
the esprit de corps that attends it the
matter of dominant value, and who see
in the class-room instruction only one
among many means of training of
which no individual as an individual
may avail himself, and which it requires
a body of men of like pursuits and am-
bitions to utilize. Between these two
extreme conceptions of the university
as a means of individual instruction for
individuals on the one hand, with only
incidental grouping of men and a means
of grouping of men on the other hand,
with the instruction only incidental, we
have a world-wide range of choice.
The exact type which we shall finally
choose no one can as yet tell. We have
neither given definiteness to our concep-
tion on the proper organization of a uni-
versity nor to our ideal of the pur-
poses which American university life
should fulfil. Perhaps no single type
will ever wholly dominate the others;
| perhaps no one of the competing ideals
| of higher education will ever wholly
| supersede the others in the public judg-
| ment.
But there are one or two prin-
ciples regarding university methods
which may be laid down as certain, even
though they are not as yet universally
recognized, and one or two others which
may be urged with a high degree of
confidence, even though they are as yet
the subject of controversy among ex-
perts.
WHAT THE IDEAL UNIVERSITY IS NOT.
In the first place, the ideal university
is not an agency for teaching the stu-
dent the particular facts which are go-
ing to be of service to him.
In the reaction against the old college
curriculum, over-weighted as it was with
Latin, Greek and metaphysics, there has
been in many quarters a demand for
_more practical studies, that should have
more connection with the after life work
of the student. In many respects this
But the
would have to acquire laboriously in
his first years in the shop or the office.
Plausible as this view sounds, it is
wholly fallacious. To begin with, it is
impossible to know just what facts any
student is likely to want. The condi-
tions of the day shift so thoroughly that
what has been learned in college as a
fact in one year may have to be labor-
iously unlearned in practical life during
the next.
[Continued on page 204.]
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