New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1871-10-12
YALE'S NEW PRESIDENT.
Continued from First rrse.

minds OF many who control public opinion sharp Ia
the criticism Of real or imagined defects in the old meth
DDS and studies, and determined Is the demand for
| sweeping and fundamental changes
In entering upon the discussion our theme Wa oh
serve first that higher education should e convs,
SAINT with the past This Ia OF its special distinctions
and Of its imperative obligations. It does not describe
s sole or it, whole dutybut class OF duties which are
prom nent and Characteristic. 1t Is sometimes made
ground Of reproach against this education tho men
devoted It that they greatly occupied with tho
past IA IL the one function to which above all others
they are apart not master t gathered aoqu-
sons and ts instructive wisdom An education which
,Icspses the past Is necessarily limited and narrow
IL ,Jccd and condemned already by the ignorance and
trontery of it's prctensions Institutions and teachers
OF culture that profess to concern themselves niue wan
what hs been thought and done IN other generatios
convicted OF incompetoney by their own anhounce-
'''D' DANGER OF A SUPERFICIAL CULTURE
II IA also essential for the general culture OF the coun
try that colleges shonld be seats OF learning the
attention Of lot few thoughtful men among US Las
been directed the danger that in the rush after ma
tcrial wealth, he madncss FOR political supremacy, ana
the glare OF superficial culture. tie higher learning ana
more consumInate culture should either fail to be at
tanned. full to be honoed among us-Or that These
should far the exclusive possessions OF the lie" az
TO lave liiic practical influence tho men VINO con
troll our aras the editors the of th" professions
the merchants manutaci and even over
the educators OF the country The lessons OF history Hl
The earlier aud tho more Iii tinct and vivid that
in r. public like wealthy. proud, and self confident
"r, trn he neither prrrnaunfr dignity # ;hc b't
knowledge and the highest cultrr OF The world do not
influence it, population and It, Institutions The any OF
Lei special and advanced students never he set s'de ny
prPcccupations of elementary teaching l}n etthc
accomphC of"r1r cease 10 instruct 40 ong n.
health and life hermit The example Is not hfClueht
I'm the German Universities g. veterans III PhIiOlpgy llEe
Bocckh. in History like R.nke ia Physics NE Ritter ~
Era.I. IN Law lLc M:"rT'r- appearing IN ~" lee
tnr room and going from IA" rctre9on u re stuy 10
prosecute tie researches w ih+Ae them alitIorIs IN
the world of learning :ud lights to mankind. ines"
examples and the successful working Of the German
Lcory teach twofoid le>son-thai the Cny,rlt!l IL
the finest plac" far undergraduates to further the
Sy The man Of rrscarch ST. iii cpntnrc lc active
an instrIrtOr. The plan which has been developed IN
n thr UNDERGRADUATE cuum and oi encouraging
collie professors to enter higher ta,mns ~ chi
time ,f,rnt 10 S"c'rssfu iEstrur0rS II c'"' It "nt
CONT bue 10 t' learning ana cuNErr o. lhe cD,.ls ~
aruu,ns the desire fJI IcdrGh and culture among lc
REQUISITES OF 4 THOROUGH COLLEGE.
This suggests the thought that there ia no way which
pr misc" lc,r Ur the cause OF learning tan thc On
dowmcn: Of tcrminahle scholarships and l4lOwshps IA
prizes for special attainmcnts. and as indictments to
m ure study The truth must lie repeated often enough
to compel hearing and to attract attention. that the
most important Why higher atainmcns In learn
c and culture reached reached BY so few
is that tie indictments scanty and so uncertain
especially at the time Of life when career OF special
hc entered upon with thc greatest advaItaSr
rho9rs'n with its promise q" support ana ia place Oh
honor with its Openings 10 brilliant 1Htrr' "'hid
trr,; graduate poo, bat additions To prosecute spc-
cal studies his cogc, rendering soc scfHlcc a. On
+ is equally Obvious that any institution which asprrs
in any ~ bt seat ~ lra"'ng must poses We
| furnished and wc-,Hdowed library. II college is to
he coIyrlsar' with the past, it only fnd IN" past n
IA G. ilcc'iJn 6" huoks which record rs 'Ar EthrE'a; u
III TIA, m,n no have read them. IL tnG c"lEet Oh c
country ar" 10 b" hc places to when iIrn o. ]
20 DC attracted - he! emo. n acas rh ,Iey ,H"i
pU,s ess the Ltst ibIa." Of the country school 81
higher learning in addition to ample Libraries shohld
possess every DINER appliance Whlch hlS Itpse u, h
past Its ana collections. which speak 10 me
eiIld hr Ihmndantly f'rnished T. pcciHy should The
achievements of modcIn science and art be brought
sri,Acrs ~ and the arN which relate 90 th'in
s!ould IL, fully illustrated bv tie specimens ana api
af.c,S which aud invention Fave cOticct'-' ana
| ,oI-,rdcttd-
NEW IDEAS NOT TO RI OVERLOOKED.
From the relation OF the higher education 10 the pnst
VI pass TO it, with the present, ana observe
that "a education should be devoted to the
generations which gone to forget the generation
which is now thinking and acting. From the phases OF
scientific and of popular activity with which the Whole
county is moved from time to uie the higher nstu
lions may estranre themselves In their devotion to
the rpuuc Of academic instruction the prosecution Of
learned researches. President Woos"y has been none
the les, efficient instructor because he has brought
H. r,.,di. ANA II. thought to bear upon questions OF
social noral, and present international computations
that The student .hrrd sympatnzc y III the present
roac ned with being cut OF sympathy with IT, ana because
II so pressngy needs all the energy and skill which cul-
ture and learning apply to elevate and correct it.
The standing reproach against university NE: tnat nat, ~
titles Of their tines s however refutcd by the history OF
universities every generation from the days when
Luther reflected his struggling heart the thoughts
and feelings which were moving the men OF his time,
down liz" pres NJ moment whcn me Sptchb Ions OF
Mil aud Buckle have penetrated nto the c9ilnon
rooms " ord, and aSIldtrd the colleges WHtIt We 10y
and Whteiield Pussy and Newman, Arnold and WhAtely
half anticipated half created the revolutions O pOpu-
thought and feeling with which their names ore con-
nected.
The higher education in mastering the past and sympa-
| ,Ia trdl
turc auG 20 larger cNtrLt have ne future nl tc 'n
try in hands Hence the relations OF this education
10 the future take up themselves and control IT. re-
Iatons the present and the past the aims ana du-
es of its directors are briefly conprehended IN the
stons AZ Students they should add to the science OF
the ia teachers they should train 10 the highest IN
lst nm-iS and ~ rf.ct'on hrduty OF adding to the
know ledge ui ones time will scarcely DE- questioned III
ned, Little illustration enforcement in an age Of IN
trlIecf.i sntrrprisr which little that IL true which
! !, not new, and moral hardhood which has almost
| forgotten lis reverence il the aIdOr OF It's nope
We hary need assert that 10 teacher ~ me present aF
deserves the naue who i not prepared IT, Ien!Sr nS
opinions and if need be 10 change them Inc spiilt OF
progress and Of growth annaes all circles ana should
breathe "a vigorous ana hopeful lie INTO every unTeISiy
Tie eye OF every instructor should looh nop,tdI =, a
eagerly forW greet every new discovery ana W wei
every truth, and 10 add TO past coh %
by pc. nts- cntOi anu tAouEh. iHt
education should propose intellectual training ae lie oni
object That education Is "a rhG %se1 1 p r
and In the best the most liberal Whicn VaueS per
uaeut intellectual pUWor aud culture above any accu
mutation Of facts any o "o, N ops viii denv
that training is reached by ACQUIRING % ccGna
ton of iacts whatever these may BE-, whether WORDS
events uaradllns or dates Facts as Such 10 NOT consul
tut pyn p Iu' ad Facts as such
enrich the mind but only those lacts men
(which the feelings which Illustrate
ur1cies and regulate the life Moreover, ia ali tbs
stages education many OF the TASKS aIe pu3 r
ratye and disciplinary. The mostiearnest stcKer Tor
tnowlcdre made easy and sespropclng, must coh."'N
that in Childhood aIphabets and paradgm and deIya
tous and syntactical rules mus. oe paipiu' '" 0 "
fore they can be understood and aplied'
vnUE oY DIFFERENT sTsDIEs.