West Virginia argus. [volume] (Kingwood, W. Va.) 1877-1946, 1882-06-30
Preparation for Higher Education.
SELECTED.

stors and others insterested in educa-
ton, and that should incite them TO
much serious reflection.
The German Gymnasium is the
of the old Americn Col
leee il is the school in which students
are prepared to the university. The
Real.school runs PARALLEL with the
only the instruction is
mainly in mathemtics and sciences;
Greek is not taught Mt all, and Latin
much less thoroughly than in the
Hence the redl-schooi
course is very similar to the new scien-
tific courses in some American colleges.
Ten years experience at the Univer-
sity of Berlin has led to these results
1. The gymnasium students much
suIpass the real-school students in the
mathematical studies, as in astronomy;
and this they do even when the stud
ents from the real schools are in advance
Of them Mt the beginning of the uni
versity conrse.
2. The same class of students also
show superior ability in chemistry. In
'the other branches of scientific study
the testimony is somewhat less empha-
tic, though it is invariably of the same
general import"
8. 1t is the same way in modern
philology. Here the testimony of the
professors of English and French is
particularly strong.
Now here are some facts about which
there can be no doubt or question
Nor is there any reason to suppose that
these facts are peculiar TO the Univer--
sity Of Berlin. They may not have
been noticed to the same extend else
where but what is true at Berlin,
other things being equal, would be true
in other institutions.
These are facts that need explanation
Such results as these are due TO causes
that can be discovered. 1t is natural
enough that students who are well
trained in the classics should surpass
students who have no classical training,
in French, in English, and even in
Germany philoloey but it is not equal.
ly obvious why they should surpas:
them IN astronomy aud in chemistry
This is equivalent to saying that mathe,
mates is not the best training fol
mathematics and science for science, bu
that classics are the best preparation fol
both.
But while there is no room for doub
about the facts as facts, there may b,
room for doubt as to their causes.
First. it may be said that the ables
and most promising students 60 to Ia
gymndsid, and that the redi-schools d,
not have fair chance.
Second, il may he said that the real
schools as such are inferior TO the gyn-
ndsia as such that the training is no
what IL might be and should be tha
the inferiority of the reaL-SchooL student
in the university is not due to the III
feriority Of mathematical and scientific
training as a preparation for highe
education and that mathematical
framing is besf for mathematical
sfudies and scientific Training 70
scientific studies
How far either, or both, of thes,
causes may have acted, it is hard +,
say. It will be noticed that the Der
lin professors do not speak of the stu
dents trained in the real schools Al
naturally inferior TO those trained il
the gymDasia. Nor do they speak o
real school instruction as inferior of it,
kind. Silence on these points, as wei
as the whole drift of their memoran-
DUN, points in another direction fsl
the explanation of the facts under dis
custom
Third, it may be said, and the
Berlin professors ID in effect say, that
the studies of the real school, as a pre-
partition for higher education. are in-
ferior to those Of the gymnasium. In
other words, a classical training i.
superior to a non classical one.
Granting the correctness of this view
the question arises why it is superior
especially why is classical study better
preparation for astronomy and chemis
try than other studies belonging to the
same group of studies with astronomy
and chemistry ? This question leads
at once 10 the nature of particular
studies and to their adaptation M
educational instruments. It will be
observed that the professors speak OF
ian insight into the subtleties of the
moro abstruse mathematical relations
The answer to such question will be
found in such facts as these Success
in classical study calls for close OBJ.
servation and discrimination Of subtle
abtruse points; it calls for constant
processes Of reasoning OF the incest
character; and il calls for the most
patient and protracted exercise Of the
faculties. The study Of language has
been called a mere loading Of the
memory. Far from it, it constantly
places the powers under the highest
tension, and for the longest periods.
No disparagement of science IS here
intended. It's q means Of culture.
It's annals are full of the most maryel-
Gus displays ofintellectual power. But
no competent teacher will dream OF
putting a text book Of geology or
chemistry or a level with Latin
grammar, as means of discipline.
Generally speaking. it is not possible
TO get ~ good results from the one as
from the other. Training means a
great deal Of grind; and the classical
languages are the best machines for
doing this grinding" that have ever
been used. II cannot be gotten from
the modern languages, as the best
teachers know very well. Herr Null
lendorf goes 30 far ~ to say "Ac-
cording 10 my experience il is hope
lessly impossible for a student prepared
in real school TO acquire what may