New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1869-02-24
MR.. GOzDWIN SMITH on EDUG1TlOM

cultivated and yet so earnest, 30 IHouCoU anu
vet so WISE He is a refOrmer without Dcing
destructive, an enthusiast without beng Il
fanatic, a scholar without pedantry, product
OF the ancient system, but in full sympathy
with newest aspirations On Wednesday last,
MIR. Smith read n paper before the Social
Science Association mt Albany, which claims
the attention of thoughtful people His theme
was Education. and he treated it in manner
calculated to elicit discussion on the points
that most vitality concern us. Tho essay touched
on so many subjects, that it decided none;
but the firm, fine touch laid open the heart OF
every matter on which the pTactlced finger
was laid. The leading thought of the address
was the deeply important one, that as the
conditions of education in England were
entirely different. from those that exist IN
America. the Americans should not allow
themselves to be prejudiced either for or
against certain studies or methods of study by
the criticisms and debates of the Old Country.
The problem there is to remodel ancient institu-
tons, so as to accommodate them to modern
needs; to make them more accessible anti
more elastic. The early system of univer-
sity instruction was magnificent for its
time 1t contemplated course OF general
study, both literary and scientific, ms prelimi-
nary to n special course in one Of the three pro-
fessions-Theology. Law, or Medicine. 1t un'
dertook the whole intellectual training OF the
student from the moment of his leaving school,
and aimed at nothing less than thorough
discipline of the mind for nll its high purposes.
These institutions do not meet tho wants OF
modern England, aud the task of adjusting
them 20 the more varied demands of a scicnti-
fc and industrial age engages the minds OF
reformers like Mr. Lowe. Some would drop
tho general culture, and have the university
coniine themselves to professional training.
Some would drop the professions and retain
the general culture. Some would place all
departments on an equality; and some again,
would introduce into university education the
teaching of practical arts. engineering and
other branches proper to tile polytechnic school.
including even agriculture. The question re-
specting the comparative value of the Classics
and the Mathematics has prominent place in
these discussions, those two departments of
knowledge having received the largest share of
attention at tho universities. The adoption of
the voluntary system in the selection Of studies,
and the modification of the university dis
ciplne in connection with ii. presents further
topics Of consideration. I...r
These discussions do not Immediately or pro-
foundry interest VS.. The problems of education
are in great measure new in new country.
The institutions to be remodcled here are
neither many nor powerful, nor richly endowed.
The task of resetting and readjusting them
will not be difficult 1t is rapidly and peace.
| fully going on. Already it Is neatly accom-
| plished. The work we have in hand, for Che
present at least, il to educate the greatest
number of people 10 the shortest space Of time
| for the urgent practical duties Of life; TO de-
| yelop and furnish tho largest amount OF active
available intelligence. The demand hero.is for
| clog universities" as Mr.. Smith happily calls
| them, institutions that shall be not 80 much
places of mental discipline as repertorios Of all
kinds of knowledge, whittier students may come.
select their own departments of instruction
according 10 their natural taste or their pre-
determined pursuit, and having acquired so
much as they could get of the desired article,
take their certificate OF proficiency and go
away. A perfect education is regarded as luxury
for the rich, who can send their sons TO foreign
universities. The average American does not
appreciate il, thinks it not worth what its costs
is, In fact, inclined to regam 1t as disadvan-
tage and disqualification for the highest prac-
teal usefulness. Our scminaries and acade-
mics are ovcrworkcd. Feebly endowed colleges
are expected to perform the labor Of great
universities. Common schools are forced to do
the work of high schools high schools put ON
the airs and keep up the pretcntions OF col
leges. Teachers are driven to death. They are
required to teach everything, to teach every
body, and to teach all the time. lie is the
famous teacher who will instruct the greatest
number Of pupils, the greatest number of hours,
in the greatest variety of studies for the small
est amount of pay. Out of place are all dis
cussions respecting tho relative or intrinsic
worth of classical studies or the higher rnatle-
mates, or philosophy, intellectual and moral.
The aim is to crowd brain into the fingers
ends and, of course, only such brain is wanted
| rs the fingers ends will contain.
Mr.. Smith perceives this tendency; refers to
it i'll n sufficiently pointed manner, and is gen
erous enough to nd init that it may be the only
method OF education suited to the Instant
emergencies of the American people. But he
is not satisfied with it, nor does le think we
can DO satisfied with it long. He approves of
the system of military or quasi-mlltary dis
cipline that is adopted at tho Cornell Uni
versity, and hopes that tho effort to combine
manual with intellectual labor will succeed as
il may tend to weaken tho line of division be-
tween the labOring and the intellectual class.
But in certain other respects he seems to think
that our rcfOymers arc proceeding altogether