The clarion. [volume] (Jackson, Miss.) 1883-1888, 1886-07-14
Our State University Its Wants.

NJ owen, Imperial Building, SO Carondelet
St, New Orleans, La.
Our State University Wants.
EDITOR CLARION: ] have noticed in the
last two or three issues of The CLARION
communications from alumni of our
State University. noting Its defects and
Its wants, comparing its past with its
present condition, and questioning its
future. Being an aiumnus of that in
stitution myself, and cherishing toward
1t all the love of a child for its mother,
| naturally feel a deep interest in its
prosperity. Yet. looking with the eye
OF candOr, / find in it many things to
retard its progress. No many years ago
| was student at the University, and
during five years course of study
within its walls, had ample opportuni-
ties to observe and study the institution.
From 1878 to the present term, the
University has, to my personal knowl-
edge, declined in more respects than
one; and her history for several years
previous to the first named date has
shown a like decadence. What can
cause this gradual weakening of our ed
ucational stronghold? Has she fallen
away from her old landmarks and
brought ruin upon herself? No; she
still clings to the usages of antiquity,
aud right there lies her trouble
"Alumnus" has told only a small
fraction of the truth. If the Professors
would manifest a deeper interest in
their work, both within the classroom
1 Il a 1 L
change. Our enfeebled Alma Mater
would look up through her tears and
gray hairs. But the University Of I1tssis
sippi is a fossii To make her strong, we
must make her new. Touch her with
The talisman of reform, and the ha5ili
ments of age will drop from her; her
step will become firm; aud the freshness
of youth will bloom upon her.
We live in an age when practical ap-
plications are sought for rather than
the curiosities of ancient lore. The
struggle of modern life is waxing warm,
and men have little time to spend in
delicate renditions of Virgil and Horace.
We need a University that will teach US
how to live and work scientifically,
practically and usefully. The Univer-
sity might easily compete with more
recent institutions, if a few hours a
week were taken from the Ancient
Languages (Which could well be spared
from them) and put to more practical
work in the sciences; and if she would
supplement her theoretical methods of
teaching the sciences with a great deal
more of the practical. Few young men
who do their duty thoroughly, leave the
University without more than average
theoretical education; but to put their
theories to practical utility is frequently
source of no little vexatjon, annoy
ance and modification. Why give our
boys the smallest half of an education,
and place in their hands certificates that
betray themselves and others into the
belief that they are educated and cul-
tured young men? If we make any pre-
tense at all, why not give them the
kernel as we as the shell, which we
can with little expense and sacrifice.
Let the University devote more time
to the Sciences. Give Chemistry, Phys
les, Political Economy and the natural
sciences a more prominent place; one
commensurate with their usefulness.
And let a more progressive take the
place of the stereotyped old-fashioned
ways of teaching them. AT present,
Chemistry is, | believe, the only science
taught in the University in practical
department.; and even as important as
practical chemistry is in all classes of
society, it is made optional with the stu
dents of the University, except in the
B. 5. degree. The mission of our Uni
versity is to train the young men of the
State to habits of thought and observa-
tion, not merely to store their minds
with facts and theory derived from
books. How is she to do this? Let us
invite her to look at the most progres
sive Universities of the country, and see
how they are doing it. Take as an ex
ample the Johns Hopkins University
the most progressive institution of learn
ing in the South. Commensurate with
and Immediately affecting its success il
its method of bringing the pupil into
direct contract with the objects of study
If the subject is chemistry, he is put in
possession of the necessary apparatC:
and chemicals, and sent to the laborato
nv. If it is zoology, he is given a speci
! men to dissect and study for himself
The University of Mississippi might
we'll initiate this course; 1t is what The
| times utulduu. ~ lAluotidNC my i0Cs
more fully will take an example: Lei
| it be natural history. The presen
method of teaching this subject at tle
| University is almost entirely from text
books, with occasionally few speci
mems. Now, to teach the subject thor
oughly text books or lectures should o.
course be made the basis of study, bu
accompanied every day by the exhibi
tions and dissection of specimens before
the class, and by cuts and diagrams o,
/ canvas TO illustrate what could not wei
be seen by the whole class in the smalle
specimens, and finally set of micro
scopes for the observation and study o
the minuter forms of life. And all thi
class room study should be supplement
ed bv excursions into the forests ant
fields to study and collect the living spec
linens. Indeed, it would be an excellen
exercise to send the class each evening t
collect the objects of the next day;
study. This would lead them into hab
its of observation and independen
thought; their minds would awake Il
the beauty of their work, and eacl
would feel an enthusiasm and interes
which they csnnot experience under tn
present system.
4 Let the University adopt some sue
plan, throw open more freely to he
pupils the doors of her excellent must
um, give them something to see and fee
and take hold of, and she need feel n
fear for their intellectual growth. The
will grow strong in habits of though
robust in independence--noti in followin
the ideas of others. And not the
alone will feel the spell, but she, thei
Alma Mater, will gather strength i
giving birth to this vigorous, aggressiv
offspring. Indeed,
, s.It is twice blest;
Itblesse;h him that gives and him that takes
E. n LOWE.
E Bear Greek, Kinds Co., Miss.
) The Labor Trouble and the Clerg,