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YALE ALUMNI
JOHN F. DRYDEN, President.
WW Hew isy
UNIVERSITY IDEALS.
[Continued from page 205.]
that we shall have men who can rise
to the level of these new conceptions and
intelligently deal, in the public interest,
with those things where expert private
interests become at once so large and so
menacing. The effort to deal with
these things by the unintelligent exercise
of our old legal traditions has been
futile. To strive to control them by
statutes unenforced as they have been
in the past, is worse than futile. A
sharp alternative remains before us:
either to put in the hands of the govern-
ment an arbitrary power and force to
give effect to such statutes as it may
pass, or to educate a public sentiment
which shall deal with the problems of
the present day by the same methods
which the American people has in the
past time used for dealing with its
past problems. The former alternative
means an undermining of true democ-
racy; the latter means its continuance.
So far as our university authorities can
take a wide view of their functions and
their duties 4s educators of public senti-
ment, they can make themselves the
guardians of our constitution and of
our traditions as a nation.
THE STRENGTH OF THE COLLEGE.
I believe that this imminent need of
education in social, as distinct from pro-
fessional, duty, constitutes a reason why
so much of our old-fashioned college
life has been maintained in the face of
such powerful arguments against it.
The abstractions of the college class-
room and the distractions of the college
athletic field. though they interfere with ©
the forwardness of a boy’s preparation
for his professional life, may after all
prove a means for evoking something
that is of more real importance to the
community than the training of a few
more experts.
_If studies in literature and in deduc-
tive science withdraw attention from the
empiricism of the day, they furnish a
means by which the student learns to
place reliance on more permanent view
points and loss shifting standards. If
athletics inspires the young man to an
apparent waste of time, in effort whose
strenuousness and systematic pursuits
only seems to the business man to in-
crease its folly he may be thereby re-
ceiving a lesson in ethics of more value
to the country than anything else that
could be given him; and, standing as he
does on the threshold of an era of com-
mercialism, may be steadying himself
against the danger of selling his coun-
try’s birthright for a mess of pottage.
There is a fallacy in the view of those
who would condemn the time spent in
social life at college on account of the
smallness of the tangible results
achieved; and there is, above a 3
fundamental fallacy -in the views of
those who have become so specialized
in their several lines of life work as
to underrate the imnortance of a religi-
ous college atmosphere on the future
manhood of the country.
THE HIGHEST IDEAL.
I believe, therefore, that the highest
ideal of university education for
America lies not in imitation of France
or of Germany, but in the development
of our college life on lines not wholly
dissimilar to those which have hitherto
prevailed. Not that I would insist on
the preservation of any or all of 4s
details. I hope, on the contrary, that
as methods of education advance, we
may see the means of preserving the col-
lective life, the non-commercial interest,
the traditional public sentiment, within
a framework better adapted to the ne-
cessities of the day. But to the central
conception of a university as something |
more than the place of training for the
professional expert,
ment for the individual along his own
chosen personal lines, as it is in Ger- |
many, I think we may hold consistently.
The American citizen is a freeman and
a ruler; the training of the American
citizen must be a training for freedom
and leadership. There will always be
places of education for experts to take
their places in the different parts of our |
It is for us to see to it that |
machine.
there be at the same time leaders who
shall see the whole and not the parts,
and who shall be imbued with the spirit |
that shall make this machine an instru-
ment of public safety instead of public
destruction.
— =
Mr. Steinert’s Musical Gift.
It was announced last week that Mr. |
Morris Steinert of New Haven had |
given his great and unique musical col-
lection of old musical instruments to
Yale, with the provision that the Uni- |
versity supply a suitable building for
their reception. The collection, which
contains about 500 individual pieces,
represents a great part of Mr. Steinert’s
life work and the outlay of thousands of
dollars. It includes virginals, spinets,
harpsichords, clavichords, viols, vio-
lins and violoncellos, and shows, with |
great clearness, the development of these |
instruments down to the present time. |
There are, besides, in the collection |
many valuable old manuscripts and orig- |
inal scores of the old masters, together |
with a complete series of photographic
manuscripts from the European mu- |
seums.
It is understood that plans are being
made to set aside, in the new Bi-centen-
nial buildings, a room suitable for the
housing and exhibition of the collection.
—— oe >—__———_
Essex County Dinner.
: The annual dinner of the Yale Alumni
Association of Essex County, will be held
at Orange, N. J., on March ist. Robert
H. McCarter, Princeton, 79, of Newark, |
. J., will be present as the representa- |
tive of Princeton.
which’ it3sts -in- |
France, or than the place of develop- |
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LITERARY LECTURES.
[Continued from page 200.]
lus wrote in the enthusiasm of youth,
Horace in the maturity of manhood.
Catullus: Had richer poctie” Sirts< of
emotion and expression, yet Horace
has had a vaster influence because he
wrote upon higher subjects and had a
higher motive. His combination of
plain wisdom, good-natured wit, terse-
ness and graceful expression has made
him the most popular Latin author.
The lyrics: of Catullus and» Horace
have survived vast changes in religion,
government and society. They consti-
tute a very important contribution to
the world’s literature and have preserved
for us the form and something of the
spirit of the lost lyric poetry of Greece.
They have come down an inheritance
from the distant past to show that, not-
withstanding the many changes wrought
by time, human nature remains the
same.
Professional Schools.
YALE MEDICAL SCHOOL.
88th Annual Session, Oct. 4, 1900.
The course leading to the degree of Doctor of
Medicine in Yale University is graded, covers four
years, and consists of systematic, personal instruc-
tion in laboratory, class-room and clinic.
Lor announcements, send to the Dean.
HERBERT E. SmituH, New Haven, Conn.
SCHOOLS.
THE HOTCHKISS SCHOOL
LAKEVILLE, CONN.
An endowed school, devoted exclusively
to preparation for college, or scientific
school, according to Yale and Harvard stan-
dards. | |
A limited number of scholarships, some |
of which amount to the entire annual fee, |
are available for deserving candidates of |
Slender means who can show promise ot |
marked success in their studies.
EDWARD G. Coy, Head Master.
BETTS ACADEMY,
STAMFORD, CONN.—61st Year.
Prepares for universities or technical schools.
Special advantages to students desiring to save |
HOME LIFE and the IN- |
time in preparation.
DIVIDUAL, the basis of work.
WM. J. BETTS, M.A. (Yale), Principal.
CHESTNUT HILL, PHILADELPHIA, PA.
JAMES L. PATTERSON,
Head Master. |
- BERKELEY SCHOOL
Upon old Columbia College site,
_ Madison Ave. and 49th St.
Twentieth year opens Monday, Oct. 2, ’99.
All classes limited to twelve boys,
JOHN S. WHITE, LL.D., Head-Master.
THE CUTLER SGHOOL,
No. 20 E. 50th ST., NEW YORK CITY.
Two hundred and forty-nine pupils have been
prepared for College and Scientific Schools since
1876, and most of these haye entered YALE,
HARVARD, COLUMBIA or PRINCETON.
RIVERVIEW ACADEMY.
Poughkeepsie, N. Y. 64th Year.
Prepares thoroughly for College, the Gov-
ernment Academies and business. Military
instruction and discipline.
JOSEPH E. BISBEE, A.M., Principal.
THE SIGLAR SCHOOL.
My pamphlet contains a logical discussion
of the school question, and also describes a
proper school for ayoung boy. Let mesend
you a copy.
HENRY W. SIGLAR, Newburgh, N. Y.
sta blished in 1866.
DR. HOLBROOK’S SCHOOL,
SING SING, N. Y.
A First-Class Preparatory School, furnish-
ing, in addition, the mental and physical advan-
tages of military training and discipline.
No more vacancies till September, 1900. Satis-
factory references as to character before pupils
are received.
Out-of-Door-Life and Study for Boys.
Tue ADDRESS OF
THE THACHER SCHOOL
is Nordhoff, [Southern] California.
In doimg business with advertisers,
please mention the WEEKLY.
GIRLS’ SCHOOLS.
ST. MARGARET’S SCHOOL,
WATERBURY, CONN.
MISS MARY R. HILLARD, Principal.
Reference by permission to
Ex-PresipENT DwicuT, Yale University.
Principal C. F. P. Bancrort, Phillips Academy
Chestnut Hill Academy, | The Catharine Aiken School
FOR GIRLS AND YOUNG LADIES
STAMFORD, CONNECTICUT.
ee | Academic, College Preparatory and Special
Illustrated Catalogues on: application. |
Courses.
For details inquire of the Principal,
Mrs. Harriet Beecher Scoville Devan.
CaaN
