New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1870-11-18

A,r,,.,it, 10 81 living encyolopedia The ideal Uni
versiy would include arts, eciouccN pi'lS'phs' N.u
technics and the all OF these hVils niii'" "o"'u
communicate the truth IN each OF these departments "
lnowledre and the truth In each case would hc q" the
~truth known to in relation TO the given subject
sucb g. tbe ideal Unworthy The actual Universities of
,h world NAV be considered attempts oHgo iterrdio,
TO reach this idea.
THE ORIGIN OF THE UNIVERSITY.
Historically we find the University originating In the
twelfth century. growing in natural way out OF
the schools attached TO cathedrals and monasteres'
Learning gathered about these centers The churchn
the only educated class and the students OF te
schools were candid ties for positions and honors I'D the
church. The teachers the students gradually formed
themselves into corporations for mutual support, re-
Ceived local immunitet, and became integral parts OF
the ecclesiastical system The Italian and most OF tho
French Universities corporations OF students WINS
the University OF Paris corporation OF teachers
Those OF Northern Europe and Of Spain occupied an III
termodate position. Individual pecuarities, arising
from local circumstances would mark each institution,
but their general features were alike.
Cambridge and oxford, in England, and PaVia, III
Italy generally considered the Oldest Of the $50 UNI
versies 9, Europe The school at Cambridge goes pscA
20 the Heparchy in A. ID. $50, and lnguphuS teI's W
that after the NOrmans had entered as late as A. d. o
IL consisted Of four teaching barn. hut In A. d.
1891 10 had reached the full proportions OF University
with Chancellor and Masters The school at OXFORD az
founded by Alfred In A. d. $40, rather an old schoo
was restored by that energetic monarch In A. d. 49,
first find 1t University The school OF PaVia Chains
10 have been constituted by Charlemagne IN A. ~ 49,
but descend TO the fourteenth century before
can in i the feates St medicine and
the arts found In the complete UNIVERSITY, anu
students according the style Of the institution in any
one Of these departments OF knowledge, FORMING
ton The University continued its existence by
granting degrees The Bachelor IA term borrowed ron
knghthood was an unhedged teacher the Master Was
the teacher in full feather and the Doctor was the
teacher all feathered and with the use OF his WING
ceived peculiar privileges fixed salaries they became
and SO the original pa q To proVs @
INDECENT students colleges halls were consuted IN
The the sa @sg pP to
faculties, and lost their eeem0synary chaacteI IL nc
some college The head Of the University was the Chan,
ceor whose duties were those OF general oversgnt an
the granting of degrees. But the details OF government
and discipline committed TO the Rector as pfesd-
These were the original features of the University
Notifications according To the changes IN social ana po
ltca conditions, occurred but The general outline re
/ manned as before. The Chancellor and Rector were
sometimes the same the discipline was commttea 70
separate court the professors sometimes heu ueS.
grades rs in the German university louaS are rIV
fessors ordinary Professors extraordinary and PfNa
docens; the professors were sonsthes tho sHnrnS
/ specific character.
THE ESSENTIALS OF UNIVERSITY.
From this historical sketch, may that the essen
iials OF University are faculties OF RH hSluctoh "
the various departments Of knowledge with system OF
susentatOn and reward for the Students all under one
general plan OF government and discipline. The instruc
ton the sustenaton and the government are the three
eicieneies ~ which we ma Ie le9d igs v
No mere school that seeks an elementary benent iof
shond be spread over large surface knowledge and
the other hand, school OF profOundest teaching
Snowicdge can be called University The instruction
be both broad and deep It must TO some extent
oil of he
and must be able carry the student to the highest at
ainmens in each department To tins end there must
vide department between them, each able TO develop
his speciality tO the fullest degree, and To present
his subject in the best way the circumstances TO
| the minds before him. The system precudes any com
bning Of subjects In the one teacher subdslOh is me
necessity for thoroughnoss.
| ADAPTING METHODS OF TEACHING TO THE TMEs.
Methods of communicating knowledge cannot he
stereotyped. AS men and times change, they must or
may change Daily Rotations daily lectures, periOdi-
of these separately, OF any two
or all combined wmay be adopted the object being to
convey instruction in the best manner 70 the minds
OF the students. wise teacher Will ADAPT iinse 70
circumstances. He must he not simply reservoir OF
owed 5ss hut but S%nG s@ad be Rf
and yet perhaps, emphasis OIL 50 plan truth may DC
The University idea does not suggest Of erud
ton, but, than that, place of instruction II 10
not literary philosophical and scientific CUP D%t
propagates itself in all its multiformty, and grows In
are We'll charged batteries, Whose Very function is to
communicate Intellectual life aid arouse mind to energy.
and vulgar error to regard the Medieval University
houses of sloth and drowsy boOkhness They were the
of modern civilization the elevators OF society
the engines of all true progress They held on high the
torch OF knowedge ana ever Ifd 'ns
They the destroyers OF feudalism and caste and
the practical preachers OF liberty They were al this a.
dispensers of by the very necessities of
the case rather than by any conceived purpose Ihey
from age and from their ecclesiastical origin Bologna
might send forth Graans Decreun. hut centuries OF
legal talent and industry devoted 10 the Calculation OF
jurisprudence, atone for this
KNOWLEDGE FOR THE POOR AS WELL AS TBE RICH.
The second efficiency in which we find requisite for
University, is sustentation. BY that a method
of meeting the wants OF the INDECENT It If weleeta
Ished fact that learning and wealth not often part
ners. The men who have enlightened the world have
had short purses and lean. They have pushed
their way up the steep hi, OF science
! poverty II only wisdom were In her company The
ranks OF the Universities were hed by SUCH Very few
OF the princes nObles and wealthy gentry could resist
the Vaccinations of luxurious or brilliant life, to devote
become plain citizens in the Republic OF Letters.
method supporting the student necessity from
The beginning this end endowmens from Church,
state and individuals received The recipients OF
the benefit called "socii" OF fellows" Originally
these townships available only for those who
under the direct instruction of the University, but after
ward they extended TO the students beyond their
of study until they obtained benefce Al length
the feowships were limited TO those who had reached
degree of Master and system of bursaries scho
arshps and special foundations took care OF the under
graduates and bachelors The University was never In
tended TO be supported by It's pupils. 10 Alma
Mater nourslng It's own, and not nOurished by them
II gave It's advantages freely TO all who worthy
and rendered its scholars sufficient maintenance 10
them from worldly anxiety. All II asked Of its chill
dren their love and duifu attachment, together
with their upright and scholarly hves II gave them
their intellectual status, and demanded Of them the
/ honor that was due.
SYSTEM GovERsNEsr.
In the government OF the institution find The third
requisite Of University. One system embraced the
whole This was necessary for an even development
and harmOniDg action. The colleges became wheels