The Seattle post-intelligencer. [volume] (Seattle, Wash. Terr. [Wash.]) 1888-1914, 1894-01-02

sion 10 any grs3t extent
The stale Is not ready With ID. high
schools liz every counfy and town to pre-
rare students for the university. and until
il /. the university must make some pro-
vision for students coming from those
counties WHICH have no high schools Tue
university il rot maintained for the bene-
I'll OF Seattle, Tacoma and Spokane alone.
hat it is for the " hole state. The student
residing In Asotin. s.syeRs or Jefferson
county has Jast as much right to the ben
eflss Of the state university as the one re-
siding in king. Pierce or Spokane. Bns If
the standard OF admission 20 the state uni
yersliy is raised SO as TO include all the
work done in the very few existing high
schools IN the state, then The result Is that
students sill over the state must first do
the work % these schools or not enjoy tbs
privileges Of their own state university.
Nothing ~oaid be left fer students resid-
ing in the rural districts 10 do but 10 ieave
the state and go over into Idaho or Oregon
and comp. his education, or else be con-
tent WITH his Hscager requirements.
1t aiii not do 10 keep THESE students out
Of the state university by trying 10 ape
Harvard and Yale with entrance exanina-
tons At present let the requirements
cover the work done ~ the common
schools of the state. Experience has
Taught ina, the best student material
comes from the farm and not from the
city. Let US encourage our farmer boys
and give them 4 chance for a complete ed
uratlon II any boys need and deserve IL
they do. Now word 10 the high school
people: Go on in your GOOD work. Prepare
your boys and girls for the university.
Tne more that you do Tor them
the higher can they enter In
the university courses The high school
in Seattle has already done some excellent
work IN preparing students who enter the
university with advanced standing. The
high school in Waila WaIia sent US an ex-
ceilent student this year, and so other
high schools have done. and the uniyer-
sity is glad To welcome all. and after grad
uating in the high school the student can
lind plenty TO do in the state university.
Our courses of study are extensive enough
to accommodate all. and they are being en-
iarged as demand Is made. This has been
and Is the policy OF the university, not To
publish In the catalogue what We expect
To do, but what we are doing. Every class
named in the catalogue is organized at the
proper time during the year. Every men,
Der of the faculty has his home at the seat
of the university and may be found at
work throughout the year. There are no
names printed for show and to deceive the
unwary. The university has begun to do
a little postgraduate work. Three such
students were enrolled last year. One a
graduate of the University of Washing
ton, one a graduate of the University of
Indiana, and one a graduate of the Uni
versity of Eriangen, Bavaria. Germany.
The university is ready to do'more OF this
kind of work when demand is made for it.
HISTORY or STATE EDUCATION.
now propose TO give brief history Of
state education, from the philosophy of
which we NAV be enabled to guide the
destiny of the University Of Washington,
and as the years roll by make it in potency
the peer of any institution of learning on
earth.
State education is among the Oldest in
situations of history. 1t has been estab-
lished in some form by nearly all of the
nations of the earth, the political condi-
ton of the country determining the status
of education. A high state of culture cam
not long remain independent of and sepa-
rate from the institutions OF political gov
eminent, for il will either be crushed by
the arm of despotism or, rising in its own
might, it will transform the government
into protecting power. The highest lit
erary development has been attained un-
der the benign influence Of political or
governmental protection. The best prod
ucts Of culture have flowed through polit-
icai channels. Democratic Athens, I'M
periat Rome. royal France and constitu-
tional England have fostered and pro-
versities of ancient and modern times have
received government support. The acad.
envy at Athens and the universities of
Alexandria and Rome testify 10 the truth
of this assertion. Bologna and Paris. Pisa
and Salamanca. Oxford and Wittenberg,
Leyden and Berlin bear witness to the fos-
tering care of the respective governments
under which they have existed.
The universities of the new states in the
West have followed Michigan, and are.
The chief 10 huence of the German system
is felt In methods of study and discipline,
and new features of currcula. In this
last feature the chief characteristic is the
great freedom granted students in electing
or choosing special courses of study.
Freedom of election seems to be the mod
ern notion among university men. In
this regard Leland Stanford, jr, nniver-
sity is unique, requiring the student to
eject major subject into which he must
go deep to attain a scholastic degree, but
granting him untrameled liberty in select
ing his minor subjects. This is a radical
departure from the old ironClad courses of
study.
= /. ..
Universities. as a whole. may be divided
into two classes: IL Institutions devoted
to original investigation. Cornell has
given the best definition of the first class
in his statement: ~ would found an in
stltution where any person can find in
struction in any study" The second class
includes the great universities of Europe,
among which may be mentioned Oxford
aud Can't bridge, and in this country, Johns
Hopkins, Harvard, Yale. Cornell and
Michigan. Nearly all American univer-
sites com bine both these classes, and this
the state university of Washington should
do. 1t Is the duty of the managers of the
university TO furnish ample means for the
complete training of the youth of the
state, and At the same time, in this pro-
grcsslve age, TO encourage original inves;i-
CATION in all the arts aud sciences. With
these notions in mind, let Us say that the
new university should combine the fol-
lowing colleges:
1. College of arts and sciences.
=. College of literature.
3. College of agriculture.
4. College of mines.
,. College of commerce.
~ College OF civil engineering.
:. College oil electrical engineering.
:. College of architecture.
2. College OF medicine.
10. College of pharmacy.
ii. College OF law.
Il. College OF pedagogics.
The courses of study in the several col
leges should be so arranged as TO allow
great freedom 10 The student in selecting
such studies as are of most direct practical
importance 10 him In bis chosen vocation.
here should he common preliminary
course a. a basis leading into sll these coll
leSes. This course should be infiexible
and should be required of all candidates
for admission 10 any college for scholastic
degree.