The sun. [volume] (New York [N.Y.]) 1833-1916, 1876-07-11
Some thing Wanting In our Academic
system.

II is NOT disputed that in most Of our
States the function OF elementary educa-
ton lie performed with tolerable efficiency
and zeal. 1t IL, indeed, probable that pri-
mary instruction is more universally dis
tributed under the compulsory school
regime OF Prussia, but in this respect our
record 10 moro oreditable than that Of
England or France. We may likewise
claim that the scope of our highest semi
naries has of late years been notably ex-
banded, and we could doubtless show that
the diploma of arts conferred by certain
American universities should be rated as
an exponent of culture and mental disci-
pline not a whit below the so-called "pass-
degree Of oxford and Cambridge. In a
rational scheme Of training, however, in
termediate OF secondary institutions are
vital elements, and il Is just here that the
defects Of our educational system are most
obvious.
We can be reproached with no remiss-
ness in assuring sound commercial edu-
cation to those who do not contemplate u
university course. Within their province
our high schools do sterling work, and.
In many instances, need not shrink
from comparison with the Wanted Real
Schulen OF North Germany. But these are
ultimate, not preparatory, establishments,
and 1t 10 plain that for the German OHn-
ndsid and the middle schools OF Eng
land, which aim TO lay the solid and
broad groundwork of scholastic aud scien-
tito requirement, we can offer no ade-
quate substitute. 1t IL true that our short
comings in this direction arc family re-
lieved by three or four institutions like
the Phillips Academies Of Exeter and
Andover, and the Boston Latin School I;
but even these isolated exceptions are by
no means on level with Eton and Win
chester. For the most part the prelim-
mary studies Of those Americans who look
forward to o collegiate career must be
prosecuted under private tuition, or in
ill-equipped and ill-disciplined private
schools.
We need not point out that the absence
of competent intermediate instruction
constitutes serious impeachment TO the de-
velopment OF American universities. In
der these circumstances the standard Of
requirement for admission is necessarily
low and although Harvard aud Yale have
lately evinced a disposition TO be more
exacting, II is probable that substantial
progress would be followed by an I'M
toward falling OF in the number Of appli-
eants. II follows that much preliminary
training-the acquisition of right method
and of the habit Of strenuous application
is relegated to the university, and that the
energies of the Junior classes, or at all
events of the Freshman year, are largely
engrossed with rudimentary work, which
could more probably have been per-
formed elsewhere. II Is manifest that the
scope OF attainments 10 be compassed in q
college curriculum Is in practice inaexlbly
determined by the average proficiency OF
undergraduates at the date OF matricula-
ton. Thus for many years Captain Of
Elton or the head of the sixth form at
Harrow or Rugby has been amply quail
fed, without further study. TO take pass
degree At oxford or Cam bridge, and to this
circumstance more than to any other is to
be ascribed the creation and impressive
expansion OF the honor system and
"class list a" in English universities.
A curious parallel might be drawn be-
tween the United States and Scotland in
respect OF educational facilities. The
parish schools, for instance, Of the latter
country. especially in the south, are liber-
ally supplied with funds. and their man
agement and accomplishment, like those of
our own primary institutions, leave little
to be desired. &c. too, the four Scotch
universities, in the salient features Of their
organization, the distribution and proper
tions of their curriculum. and even the
details Of academic economy, approxima
much more closely TO the American than
the English type. Notwithstanding q GER
tain pepury OF resources, aud tho habitual
proneness Of the nobility and gentry to
prefer the seminaries of the sister king
dom, Glasgow and Ednburgh, Aberdeen
and st. Andrews, have retained no neon
siderable prestige, and can point to a cred
liable list OF erudite and eminent gradu-
ates. They have failed, however, to keep
pace with their English rivals in the pro-
gressive movement which the latter in
augurated at the beginning Of this century
and the cause Of their backwardness is
Identical with that which cramps the en-
ergies OF American colleges, namely, a
deficiency hardly less conspicuous OF
efficient preparatory schools.
4Adb thS VI III CcOtihIu
should be open to criticism on this score
is the more surprising because in former
times no part OF Europe afforded larger
opportunities OF intermediate instruction.
Hundreds Of years before the foundation
OF Elton, SO early, indeed, as the thirteenth
century, the Scotch system of "burgh
schools was thoroughly organized and in
full activity, and, for the epoch, 1t con-
triyed to assure a notable measure of cru
dtion. TO these academies may probably
be ascrlbed the training of JOHN of DUNsE.
one OF the notable names in medieval
theology and it is certain that in the gram
mar school OF Perth the Admirable CRICH-
TON laid the basis Of that learning which
gained him such astonishing 6clat in the
courts OF France and Italy. These insttu-
tions were controlled by the monastic or
ders, and, on the overthrow OF Catholicism,
fell into swift decay. OF many only the
names survive; others languish in poverty
and obscurity, and the famous "burgh
school, OF Perth, above mentioned, which,
at the period OF the Reformation, boosted
itself trilipRual. Hebrew aud Greek as well