Lancaster daily intelligencer. [volume] (Lancaster, Pa.) 1864-1928, 1884-02-23
Structures on Colleges

the influence Of the college upon the
schools of lower grade. 1t has spoiled
the common schools. The result is that
" the common school, which formerly
was simplicity itself, is converted by its
many improvements into an institution
which does not give as much useful in
struction or as substantial results in the
entire year as the old.fashioned school
gave in three or four mouths"
Now, IL the college is just what it was
hundred years ago, we cannot see how
it can be charged with spelling the COM
mon school, which has advanced into so
many new methods that it is no longer
as efficient in its teaching as it was in
former times. The college is charged
with being excessively conservative, old
fogyish and complained of on this &C.
count, and then the common school is
charged with being progressive, and
complained of for this reason. During
all these years the college has been going
on, doing its work without any progress,
whereas the common school has been
making such progress that il has become
well nigh useless. If the college has eX
erted any influence on the common
school, We should suppose its influence
would tend just the other way, that is to
make the common school conservative
and old fogyish like itself. There seems
to be flaw somewhere in this reason
ing.
But is it true that the college in this
country has been making no progress
True, some things in all teachings,
whether in the college or common school
must in the nature of the case,
remain the same. Some branches
must be learned by each gener
alton just as the one before
learned them. The principles of mathe
mates and of language do not change.
The rules Of arithmetic, algebra and
geometry, are the same for each genera
tiOn, and children must 60 on learning
their a, b, c's, just as they had to do
hundred years ago. s. many branches
in the college curriculum remain the
same, simply because the science, what
ever it may be, is Interchangeable, as for
instance, geometry. 1t requires some
genius to discover new principles in this
science. But have not our colleges been
extending their scientific courses where
ever it can be done ? Have they not
added to the classical course rs much
natural science as the discovery and
progress of the age have produced We
think they have. True, the P0pular
Science MontblH which the Examiner
quotes, very naturally complains that
natural science does not receive sufficient
attention as compared with the classics,
just as a pathological journal would com.
plain that the classics are slighted ; and
| in the controversy now raging over the
| college curriculum, it is difficult to tell
which is the louder complaint, that of
| the utiltarians over the predominance
of classical culture, or that of the classi
| cists that the modern tendency is too
strongly toward the technical, bread
| and butter idea of education, The
truth, as usual, lies between.
IS necessary to combine these two, and
to include mathematics, history, &c, if
the course is TO be evenly balanced. Every
| department will naturally be jealous
OF its own importance, but the educators
who ill out the curriculum seek to give
each its proper share. Men may differ
as to the proportion OF time and atten-
tion that should be given to each course
in liberal education, but it is to be pre-
sumed that the combined Judgment Of
our leading educators is better than that
of non professionals, and less free from
prejudice than the judgment of those
interested in promoting special branches
of knowledge. Our teachers and teach.
ers' institutes might, and generally do,
have poor judgment in regard to other
pursuits in which they are not engaged ::
for example, they very often assume to
know more about the making OF news
paper than the editor. Their pretenslons
are often as ridiculous as the criticism of
those who sit in judgment upon them in
their own sphere; but 1t may be supposed
that they know something about their
own profession. Their work is not to
make mechanics or merchants or edit
ors, but it is TO lay the foundation by de.
veloping the minds Of the young, 80 that
at the proper age they may be prepared
to learn special pursuit or calling in
life with success.
State Superintendent Higbee in his
last annual report, eloquently referred
to and forclbly answered this frequent
objection TO the common schools that
they do not fit their pupils for the vari
Gus trades and that wide range of indus
trial pursuits which characterize ouI
modern civilization
To say nothing of the true aim of ele
mentaIy and, indeed, Of all training,
which should seek above all to secure q
right inward inclination aud habit Of mind
and spirit in reference to their O1n prone,
destination which should strive, by al
means, to give to tho soul power to sur
mount nature, aud gain full mastery of
itself-to say nothing, we repeat, of the
true aim OF elementary training, which, il
our Judgment, Is quito the opposite of the
theory underlying this adverse criticism
we ask, aud with some degree OF surprise
also, are tho facts such as to warrant th,
criticism?
J During almost half a century have oul
common schools, with their present cours,
OF studies, slightly modified 1t may be her,