The Democratic press. [volume] (Ravenna, O. [Ohio]) 1868-1901, 1888-11-15
HIGHER EDUcATION.
To What Extent Should students In the
Higher Institutions of Learning.
Select the ir Studies.

higher Institutions of Learning.
Select their Studies.
System Which Permits Students to Sc.
Iect Specific Studies not Based on
Sound Educational Principles.
The report of the Committee on
Higher Education to the National
Council of Education is so pertinent
and valuable that we are constrained,
even at this late day, to place before
our rr;iIiers an abstract of the paper.
The gist of the subject lies in the
question. To what extent should stud
ents in the higher institutions oflearn-
ing he permitted to select the studies
and arrange the courses Which they
will pursue? In the attempt to plan
his future life, several questions arise
to any young person, which require
the exercise of a wise, careful, and
deliberate choice; a choice whose re-
suits will influence the whole tenor of
his after life.
l. THE CHOICE OF OCCUPATION
What is the man to bea what to doP
The answer involves considerations of
native ability, temperament, taste, op-
portunity, environment. The person
is not conscious of talent or taste in
any specific direction. So far as he
knows he can do one thing or another
equally well. while one or the other
suits his aspirations with equal salts
faction. He does not know:what he is
fit for; he does not know what life has
in store for him. Meanwhile both he
and his friends perceive that he does
need development, discipline, culture.
The choice of occupation is postponed
This only is determined: that the per-
son will undertake to acquire a
thorough and liberal education.
There is a contrasted type. The
person has, in some way, acquired .
decided and strong bent in a specific
direction. He is sure that he knows
what he wants to do. He believes
that he has the ability to do it. Still
he is satisfied that he needs the discip-
line of thorough training, as well as
a special culture peculiarly fitting him
to do the best work in his chosen field.
The first goes to college to develop all
the powers which Providence has given
him for an endowment, to the end that
he may grow into the largest and best
man. The second goes to college that
he may get the best preparation for a
chosen work, duty, or avocation, which
may occupy his after life.
These conditions will usually be
found existing together, and in every
variety of proportion. Other objects.
of college life. aud there are others not
a few, are not worthy to be considered
here.
2. THE CHOICE OF A COLLEGE
The next choice to be made is that
of college. In many cases the choice
is determined by considerations of
heredity, OF fashion, or friendship, or
economy, or sectarian influence. The
student wishes to be a professional
man,-for example. lawyer. A cei:-
tain college indicates to him its special
fitness for giving training that stim-
ulates legal acumen; perhaps large
proportion of its graduates have at
tanned eminence in this profession. He
does not know just how that result was
attained, but that result is what he
wants, and therefore he joins the col
lege. For lawyer, insert preacher,
scientist, journalist, eneineer, etc, and
the statement runs substantially the
same. -. = =
The selection between several e1rri-,,
cula in one school is but little removed
from the selection between different
II is still the choice of an
end to be secured, rather than of the
means to secure that end. Up to this
point The choice has been in most
cases empirical, rather than rational.
1t has been governed by numerous in-
tluences not growing out Of the real
merits of the case. The term, Course
of Study, is used in this paper as
synonymous with curriculum.
1t is urged in definite terms by some,
and in practice by many more. that
the practical value of any study is to
be measured by the information that it
furnishes, and its pedagogic value by
the interest or stimulus it offers to
arouse mental activity. That the utili-
ty of subject to any person is to be
gauged by the liking which that person
feels for it. Whence it would appear
that what student works upon is of
little consequence, if only his interest
is aroused, his mental activity stimuli
ated, and that he is happy in his work.
But another view is that all subjects
Of study segregate themselves into a
few groups, according to certain in
trinsic qualities, and that the subjects
of each group havea distinct pedago-
gle value and utility in the develop
ment and training of the mental pow
ers or faculties, these faculties being,
not separate entities or organs, but
only varied manifestations of mental
vigOr and activity.
If the first of these views be the cor
rect one, no one should ever set him
self about any study that does not
present itself to him as agreeable and
attractive. If the second be true, it
may after all be- worth while to win
and triumph after hard struggles and
persevering vigorous effort. This pa
per is written in the belief that so far
as there may be found any conflict be-
tween these two ideas, the second Is
that which expresses the largest, most
vital, and most enduring pedagogie
truth.
8. THE CHOICE OF STUDIES.
Since there can be no compulsion in
the matter shall the influence of the
college be exerted to induce students
to follow curricula arranged in the
light of such wisdom and experience
as have been acquired by those who
have made the details Of education the
business of life, illumined by the sue
cessful labors of generations, or shall
these be exchanged to suit the incon-
siderate vagaries of inexperienced
schoOlboys?
1t is fair TO assume that the usual
collegiate courses of study have been
arranged with good judgment. based
upon the results of experience. That
they take note particularly Of the uni
ties of the human soul. They assume
that in the larger measure the charae-
teristics of the human intellect are
similar in all normally constituted
persons as certainly rs their anatOmi'
cal forms and physiological characters
are fashioned after the same model.