The New York herald. [volume] (New York [N.Y.]) 1840-1920, 1874-06-29


ent as to the subjects put in the ordinary COL
lege curriculum. The proportions of classics,
mathematics and physical science appear well
enough in the printed scheme of studies, and
would be judicious or at least not very inju-
dicious, if well managed. But we protest
against the imbecile servility to text books.
We object to the practice, proper enough in
elementary schools, of merely hearing lessons
in our higher seminaries. 1t is preposterous
to make young men who are beginning to
have boards ON their faces spend years in
parrot-like recitation from text book to
teachers whose sole Office consists in test
ing their memory and industry. Such sys-
tenn is mere cover for the incapacity of the
professors 1t is absurd to make text book
the daily medium of instruction to college
classes, consisting of young men whose
capacity of original thought is budding
into activity, and whose daily need is
powerful stimulus to the free, varied
and independent exercise of the facul-
ties of which they are beginning to be
conscious. The true way, at this stage OF
education, is for each professor to give his
classes strong doses of fresh, inspiring ideas in
his own department of instruction. His
proper office is to whet curiosity to a keen
edge, to exhibit the latest ideas and newest
problems of the prominent minds in his own
department of thought, to put his students on
the track of original investigation and kindle
their emulation and enthusiasm to the highest
pitch in an independent and self-relant pur-
suit of truth, with view to present the
results to his rectifying and more experienced
judgment. really able professor will keep
his classes in vigorous chase after truth.
Being himself fountain of instruction he
will teach his students to regard the text book
as mere subordinate help, and will stimu-
late them to the widest original Investigations
for which the college library supplies toc.'r,
ties. His chief business should be to stimu-
late and train them to form opinions of their
own and to gain the capacity to elucidate and
defend them. Nothing could be more difficult
from the fat and servile memorizing of text
book, which is the usual practice in our col
leges-a practice which cultivates the memory
and dwarfs the higher faculties. Even as cul-
tivation OF the memory it is defective, for
nothing can be long retained which is learned
by rote as q task, with no other intent on the
part of the student than to acquit himself
well in the recitation room.
We believe that the system Of instruction
in our colleges should be radically revolu-
tionized. The best part Of it should be given
in the form Of lectures by able professors who
have thoroughly mastered the principles and
the literature of the special branch they are
called to teach. The student would get on as
much faster as learner of French does in
the society of Paris, where he catches the
true idiom from those to whom it is native.
Three months in Paris is worth three years
tedious drilling with French grammar and
dictionary, and three months with college
professor who can unite the knots of subject
familiar as his garter" is worth whole col
lege course of tame mechanical recitations
This is so obvious that we are almost ashamed
to support it by authority and we will merely
refer to the letter of Lord Palmerston, in Sir
Henry Lytton Bulwer's life of him, in which
he speaks OF the great advantage he derived
from his attendance on the lectures at the
University of Edinburgh