The Portland daily press., 1892-07-16
President Hyde's Address.

American education has outgrown the
ideal which gave it birth. The ecclesias-
tical ideal of an education which should
provide learned clergy; the political
ideal of an education which should in
sure an intelligent suffrage; the indus
trial ideal of an education which should
be means to the earning of better liv-
ing, are all becoming absorbed in the
spiritual ideal of an education on which
shall develop a symmetrical manhood
and womanhood, and fill the life of man
with intellectual interests and rational
delights. The educational system which
shall realize this ideal is not flat sur
face on which subjects arrange them
selves by caprice of accident. 1t is a
sphere, as my diagram represents 1T, IN
which the relation of each department
to every other is determined by neces-
sary laws. The diagram consists of
seven concentric circles, representing the
seven stages of education, the nursery,
the kindergarten, the primary, the gram
mar. the high school, the college and the
university. Each circle is divided into
eight arcs, representing the eight depart
ments of training, language, literature,
mathematics, science, physical culture,
art, history and philosophy.
knowledge advances from the general
and universal in the nursery, to the de-
finite and highly special in the univer-
sity. In the nursery the universe is one
great blooming, buzzing confusion. The
| kindergarten is a systematic continual
ton of the nursery, and wisley empha-
sises the letting out power rather than
the examining in Of information. In the
| primary school differentiation begins,
and reading, writing, number, form and
color, and habits of behavior are separ-
ately taught In the grammar school the
| departments of study become quite dis
| tinct, and grammar selections from the
best authors, arithmetic, nature, gymnas-
tics. drawing and modelling, narratives OF
| historical events, and reflection upon
right and wrong in conduct come
| to have their separate times and methods
| of instruction. In the high school the
| increasing differentiation of the studies
| leads to a separation of the curriculum
| into different courses. In the college,
while degree of requirement is essen
tial to maintain symnetery, and prevent
onesidedness and premature specializa-
ton, large degree of election is also
| necessary to prevent supericiality, and
| develop special aptitudes. A college
which requires everything, is simply
continuation of a high school. A college
which makes everything elective is an at
tempt to make college into unlver-
| sity.
| in fact as we'll as in name, everything
| must be elective. The circle of studies
belonging to this stage is so subdivided
and specialized that it is impossible to
pursue more than very few lines with
| thoroughness. University specialization
should rest on and presuppose college
breadth and symmetry. University free
dom should be fortified by previous col
lege discipline.
| Democracy requires for its successful
working that it's leaders shall be men OF
| breadth and symmetry. Premature spec
ialization will do well enough for nation
in which each mans place and function
| is fixed for him by caste or custom OF
royal mandate. The college which in
sures breadth as basis for specialization
is an essential member Of the educa-
tional system of a free republic.
The attempt to shorten it, OF crowd il
out, in imitatation of the systems OF
monarchical countries should be resisted
| by every one who believes in the great
Democratic doctrines that solid character
is of more consequence than pleasing
manners, that breadth of sympathy and
appreciation is of more consequence than
extent of accomplishments; that the
| comprehensive work of life time is
more to be considered than the preco-
| cious performances of youth. Make mer
first, and you can make specialists after
wards. 1t is not wise to try to reverse
this order.
/ Struck the Fairbanks House.