YALE ALUMNI
UNIVERSITY IDEALS.
ee Ses ree lees ea oe
[Continued from page 204.)
continent of Europe and in England.
Germany is a monarchy; France,
though nominally a democracy, 1s an
essentially bureaucratic one, ruled from
the center with a rod of iron. The
university education of these countries
fits men to be instruments, rather than
leaders, in national development. In
England, on the contrary, whatever
name we may give to the form of
government, the actual rule is. widely
diffused among the educated classes, and
the university life of those classes has
shaped itself with a view to their prepa-
ration for exercising the powers and
responsibilities inherent in such rule.
It does not make them experts in their
several professions, as would the educa-
tion of France or Germany, but it is
intended to give them, and to a large
extent does give them, a conception of
the position which they are to hold in
society. |
DIFFERENCES FROM ENGLAND.
Our own constitution is so much more
like that of England than that of
France or Germany that we may ex-
pect to see our university education
similarly dominated by the idea of prep-
aration for citizenship rather than for
professional life. But just as our con-
stitution is more democratic than that
of England, so we must expect this
education to reach a far wider group
of citizens than is reached by Oxford or
Cambridge. And as the number of our
educated men who will have to earn
their own living is far larger in
America than in England, so we must
expect a larger infusion into their unt-
versity training of the studies which
will make the citizen an efficient bread
winner. ,
What are the qualities in which the
citizen, or member of the ruling body,
must be trained—the qualities which
characterize a liberal, as distinct from
a technical, education? They fall into
two groups. In order to be most fit for
freedom each citizen must see things.
as nearly as possible in right proportions
to one another; and in order to be fit
to take his share in governing others he
must know how to create, on the great
public questions of the day, that public
sentiment without which all legal regu-
lation is but a mere expression of arbi-
trary will, carrying in its exercise a
menace to the life of true democracy.
SPECIAL TRAINING NOT TOO EARLY.
In order that a man may see things
in right proportion, it is essential that
his specialized training shall not begin
too early in his university life. The
wonderful development of the sciences
on which our modern business is based
makes it all but impossible for those who
pursue a single one of those sciences
to take anything but a’ one-sided view
of life unless they have first laid a broad
foundation by the mastery of different
kinds of studies and the contact with
different kinds of men.
The lawyer or doctor who begins his
professional study at nineteen is likely
never to be anything more than a law-
yer or a doctor. The more intense the
fascination of professional training, the
more completely does it warp the man
with whom it begins too early. In this
fact I believe lies the secret of the per-
sistence, amid so many modern reforms,
of old-fashioned college methods and
college ideals in the United States.
Long as is the time which seems to be
wasted over Latin and Greek, the coun-
try can better afford a considerable waste
of time than a conversion into special-
ists of the men who should be broad-
minded citizens. | Desirous as is the
teacher in every professional school that
his students should live in an atmos-
phere of professional science and prac-
tice, it is good for their manhood that
they should first have breathed another
and freer atmosphere, which shall secure -
other parts of their mind against per-
manent and total atrophy.
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Hoarseness|
But it is not for the effect on each
individual man that we most value a
training in non-professional lines. It is
for the effect on bodies of men as
leaders in public sentiment. Our whole
American school system was designed
with this end in view.
Public education was provided by the
founders of the constitution because it
was necessary for men to be able to read
and write and cipher in order to exer-
cise their functions of governing their
fellow men. The work of government
has changed since then. It has become
vastly ‘more complex. High school
courses have been added to common
school courses, to give a wider basis
for intelligent exercise of the power of
citizenship. And now we are opening
our eyes to the fact that university edu-
cation has its part in this work; that
‘the life in the college is no longer a
mere luxury to be enjoyed as it passes,
nor a mere preparation for professional
life; but that it has its primary function
in making of such citizens as the repub-
lic most needs in the future.
THE NEW CONDITIONS
With increased specialization in every
department, with the growing consoli-
dation of industry and the new problems
created by industrial trusts, with our
expansion beyond our old borders and
the vast political trust to which this
gives birth, there is increasing need
[ Continued on page 2006.]|
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